Main Ideas
The chapter of Lisa Delpit's Other People's Children talks about how cultures have their own power structures. There is often a disconnect between the cultures of power at home and at school. She sees explicitly teaching how power works is beneficial to students.
The video "Introduction to Culturally Relevant Pedagogy" by Irvine, Gay, and Gutierrez explores a definition of what culturally relevant pedagogy is. They say schools should adapt to student cultures rather than the other way around.
Finch's article, "Ever Been Told to ‘Check Your Privilege?’ Here’s What That Really Means," gives a brief informational understanding of what this phrase means. In it, he demystifies the phrase and elaborates on its nuances, asserting something like: get pensive, not defensive.
Talking Points
1. Concerning the misalignment of power structures at home and school, my personal experience has shown me seen different homes operate. Some parents more liberal and others more strict. With some talking things out at the dinner table, some swiftly issuing punishments that are devastating for the student. How power manifests varies from home to home, never mind when students go to a school that has completely different rules than they're used to.
2. I use vague demands all the time, to the detriment of clarity. I tend to not want to admit the power I have over students sometimes. And this manifests in the way I communicate. I'll say, "Can you please take your seat?" In an attempt to be polite and respectful. When this can often be interpreted, and justly so, as a choice. If they say "No" and continue to stand, they are responding appropriately to a question/request, not a demand.
3. I love the terminology of Irvine et al. saying teachers are "cultural translators." This is apt. I find my job often asks me to interpret curriculum and texts in the most accessible way for students. To bridge the gap between what they know and what I'd like to do.
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