The Silenced Dialogue
Power and Pedagogy in Educating Other People's Children
Bibliographic Data
| ID | 5771181 |
|---|---|
| Authors | Lisa Delpit (Morgan State University, corresponding author) |
| Year | 1988 |
| Volume | 58 |
| Issue | 3 |
| Pages | 280-299 |
| Publication date | 1988-09-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Harvard Educational Review (JOURNAL) |
| Journal identifiers | ISSN: 0017-8055 • E-ISSN: 1943-5045 |
| Publisher | Harvard Education Publishing Group (PUBLISHER) |
| DOI | 10.17763/haer.58.3.c43481778r528qw4 |
| OpenAlex | W2126175524 |
| Language | EN |
| Citations received | 696 |
| References cited | 2 |
Lisa Delpit uses the debate over process-oriented versus skills-oriented writing instruction as the starting-off point to examine the "culture of power" that exists in society in general and in the educational environment in particular. She analyzes five complex rules of power that explicitly and implicitly influence the debate over meeting the educational needs of Black and poor students on all levels. Delpit concludes that teachers must teach all students the explicit and implicit rules of power as a first step toward a more just society. This article is an edited version of a speech presented at the Ninth Annual Ethnography in Education Research Forum, University of Pennsylvania,Philadelphia, Pennsylvania, February 5-6, 1988
Ninth · Power point · Power structure · Critical Race Theory in Education · Teacher Education and Leadership Studies
Teacher Education Curriculum for Teaching Immigrant Students in Portuguese Schools
Parents and Early Immersion
The 'slender technique' of reproducing educational disadvantage
Prospective Teachers' Perspectives on Teaching Diverse Children
The Study of Social Interaction in Educational Settings
Black Englishes
The Teaching Profession in Latin America
Justice, Education, and the World of Today
Constructing competence
On Making Determinations of Quality in Teaching
Dialogic Leadership for Social Justice
A review of research on teacher beliefs and practices
Promoting the Success of Latino Language-Minority Students
Teaching and Learning Mathematics for Social Justice in an Urban, Latino School
Dialogue across Differences
Communities and Schools
Cultural Explanations for Racial and Ethnic Stratification in Academic Achievement
Uncertain Allies
A Movement against and beyond Boundaries
The Limited Presence of African-American Teachers
Exploring Sociocultural Perspectives on Race, Culture, and Learning
Toward a Theory of Anti-Oppressive Education
Culturally Responsive Schooling for Indigenous Youth
Funds of knowledge and discourses and hybrid space
(Re)Centering Quality in Early Childhood Education
Chapter 1 Developing Socially Just Subject-Matter Instruction
The Theory and Practice of Culturally Relevant Education
Closing the Racial/Ethnic Gap Between Students of Color and Their Teachers
Beyond the Bake Sale
Teaching Minoritized Students
Domination, Access, Diversity and Design
Toward a Theory of Teacher Community
Equity in informal science education
Addressing the epistemic elephant in the room
Overrepresentation of Minority Students in Special Education
Creating Mathematical Futures through an Equitable Teaching Approach
Chapter 1
Self‐determination through self‐education
Good Liberal Intentions are Not Enough! Racism, intentions and moral responsibility
Developing Cultural Fluency
Noticing Learners’ Strengths Through Cultural Research
Culturally Responsive Teaching
Chairman Fred Hampton Way
Considerations in educating deaf and hard-of-hearing students in inclusive settings
Charting a Course for Culturally Responsive Physical Education
Mythology of Whiteness
Unintelligible Silence
Girls’ Reluctance and Intersectional Identities in STEM-Rich Makerspaces
Research and Pedagogies for Early Math
A critical view of National Senior Certificate examination discourse and First Additional Language writing tests
Immigrant educators as curriculum texts
Black mothers as bad teachers
The Radical Role of Student Writing in Composition
“We Lost the Plado”
Tracing pedagogy from below
Participation, assertion and aspiration-indigenous teacher agency in higher education
Student-ready critical care pedagogy
Challenging the Autonomous Wall
Fugitivity, Fantasy, Futurity, and Freedom
“I’m still kind of not buying it”
A Pedagogy for Black People
“I love being a kid. I don’t want to grow up.” Young children’s video interpretations of their mathematical play
Ideological sensemaking in an elementary science professional development community
Prolepsis & telos
The role of teachers’ disciplinary semiotic knowledge in supporting young bi/multilingual learners’ academic and reflexive multiliteracies
“Because we bilingual”
Mechanisms of Exclusion
Decolonizing indigenous-newcomer relations in the teaching of English in education
The social justice core practices of Dane County, Wisconsin educators
Supports to Improve Academic Outcomes With Racially and Ethnically Minoritized Youth
Supporting and engaging with Pacific learners
Talk about race
“I'm Trying to Beat a Stereotype”
Preservice science teachers' sociopolitical consciousness
The reification of identity narratives in teacher–student discourse during an inquiry project
“You could like science and not be a science person ”
Sentipensar [ Feel‐Thinking ] Cultivates Collective Scientific Sensemaking and Worldbuilding Within and Beyond Ecological Despair
A Call for Critical Bifocality
Contextual factors contributing to variability within middle school teachers' observed classroom management and student engagement
One World
Toward a justice‐centered ambitious teaching framework
Geography Achievement and Opportunity to Learn
The Queer Failure of Diversity Coursework
A Framework for a Culturally Sustaining “Science of Reading”
Mathematics Pre-Service Teachers’ Perceptions About Culturally Responsive Mathematics Teaching and Teaching Mathematics for Social Justice
“Back to Basics
Empowering English Language Learners through Digital Literacies
“Glocalization”
Transformation and Stasis
Embodying critical literacy in a dual language classroom
A Delicate Balance
Family and Community Empowerment through Bilingual Education
Written codeswitching in the classroom
Using HBO’s The Wire to Foster Critical Cosmopolitanism in Preservice English Teachers
Refuting Myths, Making Electronic Links with the World
Teaching the Writing Process
Balanda Talk
Learning School
‘Can I Come in Here?’ Winston’s Discovery of Edge-of-school Spaces and Meaningful Literacy Engagement
Teacher professional development through lattice an international-intercultural project
| Unique citing works | 696 |
|---|---|
| Citations per year | 18,81 |
| Citation span | 1989 - 2026 (38) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 691 |