The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children

@article{Delpit1988TheSD,
  title={The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children},
  author={Lisa D. Delpit},
  journal={Harvard Educational Review},
  year={1988},
  volume={58},
  pages={280-299}
}
  • L. Delpit
  • Published 1 September 1988
  • Education
  • Harvard Educational Review
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… 
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Editors’ Notes
Dialogue as a pedagogical practice is a central tenet in the scholarship of many critical educators (e.g., Delpit, 1988; Freire, 1970; Jones, 1999; Milner, 2003). Freire (1970) contended that
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In this article the author reflects on her practice as a teacher and as a teacher of teachers. Arguing from her perspective as a product of the skills-oriented approach to writing and as a teacher of
Ideology and the Curriculum
Preface to the 25th Anniversary Third Edition Preface to the Second Edition 1. On Analyzing Hegemony 2. Ideology and Cultural and Economic Reproduction 3. Economics and Control in Everyday School
Class and pedagogies, visible and invisible
∗ This article is reproduced by kind permission of the author and O.E.C.D. (Paris) who are publishing the material in the series Studies in the Learning Sciences (Paris, O.E.C.D., 1975).