What I have actually said and for which I am beaten is that the educated
norm should be taught to lower-class children, but that in doing so it
should be stressed that
* their language is as rich and beautiful as the educated norm and that
therefore they do not have to be ashamed of the way they talk;
* even so, it is fundamental that they learn the standard syntax and
intonation so that
* They diminish the disadvantages in their struggle to live their lives;
* They gain the fundamental tool for the fight they must wage against
injustice and discrimination targeted at them.
nate
-----Original Message-----
From: Bill Barowy [mailto:wbarowy@lesley.edu]
Sent: Monday, September 28, 1998 7:24 PM
To: xmca who-is-at weber.ucsd.edu
Subject: Mind As Action as Power: Tools and Rules
Folks,
Not believing that this medium can only support one thread, and being
unable to think without association, without crossing disciplines, I
thought you might find these quotes from Lisa Delpit and John Dewey to be
useful in juxtaposition to the reviewing of Mind as Action. I had to type
in the quotes anyway, for we are using them in one of my classes in this
week. I apologize in advance for a sole american perspective.
----
Now you may have inferred that I believe that because there is a culture of
power, everyone should learn the codes to participate in it, and that is
how the world should be. Actually, nothing could be further from the
truth. I believe in a diversity of style, and I believe the world will be
diminished if cultural diversity is ever obliterated. Further, I believe
strongly, as do my liberal colleagues, that each cultural group should have
the right to maintain its own language style. When I speak, therefore, of
the culture of power, I don't speak of how I wish things to be but of how
they are.
I further believe that to act as if power does not exist is to ensure that
the power status quo remains the same. To imply to children or adults
(but of course the adults won't believe you anyway) that it doesn't matter
how you talk or how you write is to ensure their ultimate failure. I
prefer to be honest with my students. Tell them that their language and
cultural style is unique and wonderful but that there is a political power
game that is also being played, and if they want to be in on that game
there a certain games that they too must play.
The Silenced Dialogue: Power and Pedagogy in Educating other People's
Children
----
In the olden times, the diversity of groups was largely a geographical
matter. There were many societies, but each, withing its own territory,
was comparitively homogeneous. But with the development of commerce,
transportation, intercommunication, and emmigration, countries like the
United States are composed of a combination of different groups with
different traditional customs. It is this situation, which has, perhaps
more than any other one cause, forced the demand for an educational
institution which shall provide somthing like a homogeneous and balanced
environment for the young. Only in this way can the centrifugal forces set
up by juxtaposition of different groups within one and the same political
unit be counteracted. The intermingling in the school of youth of
different races, differing religions, and unlike customs creates for all a
new and broader environment. Common subject matter accustoms all to a
unity of outlook upon a broader horizon than is visible to the members of
any group while it is isolated. The assimilative force of the American
public school is eloquent testimony to the efficacy of the common and
balanced appeal.
Democracy and Education
----
Bill Barowy, Associate Professor
Technology in Education
Lesley College, 29 Everett Street, Cambridge, MA 02138-2790
Phone: 617-349-8168 / Fax: 617-349-8169
http://www.lesley.edu/faculty/wbarowy/Barowy.html
_______________________
"One of life's quiet excitements is to stand somewhat apart from yourself
and watch yourself softly become the author of something beautiful."
[Norman Maclean in "A river runs through it."]