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

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Sarah Aaron

on 31 October 2012

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

The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children Sarah Aaron What is the 'Silenced dialogue" "If you try to suggest that's not quite the way it is, they get defensive, then they'll start reciting research" "Then he says that that's just my experience. It doesn't really apply to most black people" Educating non middle class children "...the answer lies in ethnographic analysis, that is, in identifying and giving voice to alternative worldviews" A Culture of Power "Children from middle class homes tend to do better in school than those from non middle-class homes because the culture of the school is based on the culture of the upper and middle classes - of those in power" "To provide schooling for everyone's children that reflects liberal, middle class values and aspirations is to ensure the maintenance of the status quo, to ensure that power, the culture of power remains in the hands of those who already have it." Indirect Communication "When deemphasizing power, there is a move toward indirect communication." Both white and black working class children in the communities heath studied 'had difficulty interpreting these indirect requests for adherence to an unstated set of rules' "...the attempt by the teacher to reduce an exhibition of power by expressing herself in indirect terms may remove the very explicitness that the child needs to understand the rules of the new classroom culture' Process Approach vs Direct Instruction "His high school English teacher claimed to use a process approach, but what she really did was hide behind fancy words to give herself permission to do nothing in the classroom" 'Actual writing for real audiences and real purposes is a vital element in helping students to understand that they have an important voice in their own learning process "To deny students their own expert knowledge is to disempower them' "White educators believe that their colleagues of color did, in the end, agree with their logic. after all, they stopped disagreeing, didn't they?" "They want to ensure that the school provides their children with discourse patterns, interactional styles, and spoken and written language codes that will allow them success in the larger society.' "My kids know how to be black - you all teach them how to be successful in the white man's world." Solving the problem "...appropriate education for poor children and children of color can only be devised in consultation with adults who share their culture." "they must be allowed the resources of the teacher's expert knowledge, while being helped To acknowledge teir own 'expertness" as well..." "...the biggest difference between black folks and white folks is that black folks know when they're lying!'
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