Summary: Other People's Children & Literacy With An Attitude

 Other People’s Children: Cultural Conflict in the Classroom

Written by Lisa Dlpit

Delpit argues that there is a “culture of power” and educators must teach students the rules and codes of the dominant culture.  She proposes that there are five aspects of power within American society. 

1. Issues of power are enacted in classrooms.

2. There are codes of rules for participating in power, that is, there is a culture of power.

3. The rules of the culture of power are a reflection of the rules of the culture of those who have power. 

4. If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier.

5. Those with power are frequently least aware-or least willing to acknowledge-its existence.  Those with less power are often most aware of it. 

Educators need to teach how to use formal English within a system where success is directly linked to entering into the “culture of power.  One’s education is directly related to one's future job and therefore determines one’s future economic status.  Economic status determines whether or not you are able to gain access into the dominant culture.  Therefore, providing students direct instruction and access to the social, academic, and codes of power, will help students to potentially enter into the culture of power as adults.  Educators also need to encourage students to see the value in their own cultures, language, style, speech, values and expectations.  Using both styles of language, speech, and writing allows students to see that there are more than one “right” way to communicate. 

Literacy With An Attitude:

Educating Working-Class Children in Their Own Self-Interest

Patrick J. Finn

Patrick Finn is the author of the text: Literacy With An Attitude: Educating Working-Class Children in Their Own Self-Interest.  In chapters one and two, he explains that there are distinct differences between the literacy education that students receive.  The type of instruction one receives is dependent upon the type of school they attend.  If a child attends an elite school then they receive an empowering literacy education; one in which trains them for a life in power.  If a child attends a working or middle class school, then they receive a domesticating education; one in which prepares them for a life in domestic or mechanical jobs.  Finn argues that when students begin school in such drastic different systems, the odds are set for them. Due to these differences, the likelihood of students whose families are within the lower economic statuses, do not receive an empowering education and therefore do not receive powerful literacy instruction.  This is the kind of literacy which leads one to positions of power and authority. 

Patrick Finn uses researcher Jean Anyon's study to explain the four different types of schools.  Her study looked at fifth grade classes from five different public elementary schools.  These schools ranged from rich to not-so-rich neighborhoods.  From this study it was found that there are indeed distinct differences between the education of students in working, middle, affluent, and executive elite schools. Below I have listed the types of schools, their dominant themes, and how students behaved and were taught within these schools.  

1. Working Class Schools

• Dominant theme was resistance,

• "Students resisted teachers' efforts to teach and vandalized school property. Children are developing a relationship to the economy, authority, and work that is appropriate preparation for wage labor-labor that is mechanical and routine."(pg.12)

2. Middle Class Schools

• Dominant theme was possibility.  

• "There is an understanding of the economy, authority, and work that is appropriate for White-collar working class and middle class jobs." (pg 14) 

3. Affluent Class Schools

• Dominant theme was individualism and humanitarianism.

• "Children develop a relationship to the economy, authority, and work that is appropriate for artists, intellectuals, legal, and scientific experts and other professionals whose work is creative, intrinsically satisfying for most people and rewarded with social power and high salaries."(pg 18)

4. Executive Elite Schools

• Dominant theme was excellence, top-quality performance.

• "Children develop a relationship to the economy, authority, and work that is different from all other schools.  The point of school work is to achieve, to excel, to prepare for life at the top."(pg 20)

Finn wraps up chapter two with this quote:

“I’d like to hope that a child’s expectations are not determined on the day she or he enters kindergarten, but it would be foolish to entertain such a hope unless there are some drastic changes made.” -Patrick Finn 

Schools have not changed since this study was completed.  If we think about the school we teach in or the schools our own kids attend, we would want them to be in a place where the theme was excellence and top quality performance.  These two chapters provide insight into the education system and the type of instruction one receives.  The cycle cannot break unless changes are made.  That means, all students need to have access to an education that expects them to achieve, excel, and prepare for a life at the top.