Delpit's Response To Oppression In The Classroom

The standardized definition of literacy has always been the ability to read and write, but the cultural definition of literacy has always managed to change its shape based on the socioeconomic state of a community. A child is first raised by their community and through such connection they are molded by their community’s standards of life. A community, whether it is rich or poor, holds the ability to create/shape its own perception of literacy and therefor place a value on the importance of it. If education is only expressed in an institutional form, a child will clearly feel a disconnect between what they have learned at home and what has been taught in the classroom. Literacy in most neighborhoods, including mine, took shape in writing on

“Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society.” (International Literacy Association, 2016).

Low income students have been and continue to be oppressed individuals in the school systems in the United States, which is often tied to the behavior to the children in the classroom. The oppression of these students is traced to their communities and their social behavior. As stated by Bruce Marlowe, a Professor of Educational Psychology at the University of South Carolina Beaufort: “This bureaucratic culture fosters the pervasive assumption that when students misbehave or achieve poorly, they must be ‘fixed’ because the problem inheres in the students or their families, not in the social ecology of the school, grade or classroom” (Marlowe 64). The social behavior is seen as negative and teacher do not take the time to understand the problems

Mrs. Heaten told me her teaching philosophy has evolved, “not every child reads the same”. Mrs. Heaten prefers a balanced literacy approach to reading.

In reading competency 2, Facilitate Learner Development and Socialization, it mentions about the various learning styles of students, as well as specific learning and teaching methods being utilized for diverse learners. By providing instructional methods fit to diverse learners need will results in an effective educational outcome for the students.

Create an atmosphere that will allow you and your student to connect. Shaping individual associations with your students shows admiration (Moore, D., Moore, S., Cunningham, P., & Cunningham, J., 2011). Moore, D., Moore, S., Cunningham, P., & Cunningham, J. (2011) examines that evaluating informal and formal expectations, will assist in scaffolding their academic learning. In addition, working collectively with your students, detail the ways they utilize education contrastingly among their families and companions. At that point clarify how reading in school change similarly (Moore, D., Moore, S., Cunningham, P., & Cunningham, J., 2011). Teaching in America has rapidly grown into a huge melting pot that is full of diviserity. In order to promote a ethics in our education, we must implement the importance of fair-mindedness, empathy, and ethical behavior in literacy

Learning to read is an important skill for all people to succeed in life. This skill is learnt from an early age through reading books with parents. Although children from low socio-economic families are not exposed to texts that engage them, therefore they are not becoming fluent readers (Ewing & Maher, 2014). Developing literacy skills is not simply learning the letter sounds and blending them together. When looking into the process further there is more to it including oral language, phonological awareness, phonics, vocabulary, fluency and comprehension. These skills start at a young age and continue to develop throughout the first few years of school. Educators can teach these skills explicitly or systematically, but children need to be

Academic progress depends largely on understanding, analyzing, and applying information gathered through reading (Compass Now Education Indicators 2015.) Many people involved in studying children have realized the vitality of being proficient by their third grade year. Many students go on to drop

Reading is the basis of learning. Much of what we do in our daily lives involves reading, whether in a classroom setting or in the real world. Since reading is such an important aspect in our society, there is a great emphasis placed on literacy and reading in the classroom curriculum today. The United States is ranked much lower than other developed countries, based on standardized tests given internationally (International Comparisons of Achievement, 2016). In efforts to improve this ranking there has been discussion of how to go about teaching reading. The idea of how to best teach reading to students has become a controversial topic among educators. The effects of reading ability group types have become a highly considered and researched

He views literacy as social practices, and approaches literacy from cross cultural perspectives in which there are multiple literacies that are practiced in real contexts. He stresses the social nature, as opposed to the autonomous, skills oriented perspective of literacy. Street argues that literacy or schooling has cognitive effects apart from the context in which it exists and the uses to which it is put in a given culture. Street also saw literacy as a broader cultural conception of particular ways of thinking about doing reading and writing in cultural

Determining what motivates students to read and then determining if this impacts the amount and breadth of reading are concepts to explore in order to help students increase their reading achievement, be more knowledgeable about the world, and be more likely to participate in their communities as adults. These goals led the work of this study. Four questions were explored. First, what aspects motivate students? Second, is there a relation between motivation and the amount and breadth of reading? Third, what parts of reading motivation do students feel most strongly about? Finally, do grade, time, and gender differences have an impact on student’s motivation to read and write? This qualitative study was conducted with one hundred and five, fourth

An ignored problem is at-risk urban students who are unable to identify with the curriculum that is provided in the school system today. The curriculum does not allow students of multicultural backgrounds to identify with the perspectives that are presented since they are not able to take ownership of their education. If literature that students can identify with or knows about through a classmate, then students will be able to increase their scores and achievements in the education. One should not eliminate the current curriculum, but should infuse it with cultural perspectives with the cultural background of their class demographics. The cultural insensitivity is adding to the poor literacy skills the does not improve the skills of at-risk

In this article Blake discussed the importance of reading multicultural books to help improve students that have low-literacy skills. The author shared ideas and types of books that teachers can use in the classroom that focus on the community, reflect cultural differences and history of the student cultures. The article also discussed the importance of primary grade and elementary students need for seeing themselves in the literature read in the classroom. In middle school the author suggest allowing students to read multicultural literature and write to reflect on how it compares and contrast to their life and culture. Blake suggest for High School teacher provide multicultural literature that focus on the history of different culture.

While a “one-size-fits-all” method for education would exist in an ideal world, it remains a fact that privileged students learn much differently from their non-privileged peers. Differences in culture, whether racially or ethnically-based, as well as differences in socioeconomic status can affect how a student learns and responds to authority figures. Delpit’s article cites several interviews with students of color in which they express frustration with how their Caucasian teachers approach teaching. For many students that are not part of the upper classes of society, there are many ways of speaking and acting that differ from how they speak and act at home. If these students are given implicit rather than explicit instructions by their teachers,

Perhaps the most prevailing inequalities in educational achievement are those associated with socio-economic status (SES) and gender. While much research on equity gaps has focussed on secondary schooling, low achievement at the end of primary school is a key risk factor for subsequent low achievement at age 16, for leaving full-time education at the earliest opportunity, and for long term employment and occupational outcomes (Boudon, 1974; McIntosh & Vignoles, 2000; Kingdon & Cassen, 2010). It is therefore vital that teacher’s are aware of the impact these factors have on education, and what can be done to help reduce the gaps in equality. This paper therefore looks to discuss both how gender and SES impact on reading, and the reasons why and then what teachers can do to overcome the problems.