Delpit's "Other People's Children"

     For this week’s blog post, I have decided to write under the “argument” option from the blog post document. In her article, “Other People’s Children: Cultural Conflict in the Classroom”, author Lisa Delpit argues that there is a power dynamic in the classroom, whether it is apparent or disguised. In her article, she discusses different versions of this power dynamic, starting with the racial power dynamic. She brings about the point that there is this form of “silent dialogue” between those with racial power (white people) and those who don’t have racial power (people of color and other ethnic groups). The typical American school “is based on the culture of the upper and middle classes – of those in power” (Delpit 25). The typical American school culture is based on the white American, made to promote their strengths and strengthen their weaknesses. However, this school culture does not account for their students of color and their experiences. Rather than lifting these students up so they have a sense of their own power, these students are silenced with their experiences and often misunderstood – what Delpit describes as the “silenced dialogue”. This “silenced dialogue” shows the power dynamic between white students and students of color, and how the typical American school system enforces this power dynamic. 

    Not only does Delpit argue that there is a racial power dynamic in schools, but that there is also a power dynamic between ages in schools. It is common knowledge that teachers have the power in the classroom setting. They are seen as the experts, and the students are seen as having to follow everything they say, whether it be right or wrong in their own mindsets. Delpit argues that in the classroom setting, teachers often make veiled commands in “an attempt to reduce the implication of overt power in order to establish a ore egalitarian and nonauthoritarian classroom atmosphere” (36). Teachers hold all the power, but to be seen as “fair”, they make it seem as if the students do have a say or choice in the classroom culture. However, this very manipulation in the form of veiled commands (for example, asking if a student would like to do something with the implication that they do it, rather than directly telling them to do it) shows the immense power that the teacher holds. So, not only are there racial power differences in the school setting, but there are also power gaps centered around ageism that are instilled and valued in education. 

    Reflecting on Delpit’s argument, I definitely agree that there are strongly-rooted power dynamics in the field of education as I have seen them first hand. In terms of racial power differences, I have not personally experienced it, but I have seen my classmates of color treated as “less competent” because they had less access to the resources that I have coming from a white working class family. Coming from a white-majority school district, though, I have definitely seen the age power dynamic in action and have experienced it first hand. One memory that sticks out to me was a time in high school. I was on our varsity soccer team and during a game, I had asked my coach why we were setting up our defensive line a certain way (it wasn’t working) and the only thing he said to me was “because I said so”. He didn’t provide any reason; he used his power as someone older than me to justify something. He wasn’t a teacher, but the power dynamic was still the same, and the school setting allowed for that. This is just one example, but this power dynamic can be seen everywhere, everyday. One question that I have come up with after reading Delpit’s article is how can we change this power dynamic at a societal level so that it changes in our education field?