Other People’s Children: Cultural Conflict in the Classroom By Lisa Delpit Book Review by Janelle Smith SPED 561 Summary This book is a collection of articles and essays by educator Lisa Delpit. Delpit questions the ability of white, middle class teachers to understand and teach AfricanAmerican and other minority students. She draws on her own experiences as a student, teacher, professor, and researcher to provide vivid examples of prejudice against African-American and minority students. Throughout her essays and articles, Delpit calls for reform in teacher education programs, curriculum, and pedagogy to help eliminate stereotyping in education today. Reaction 1: Teaching Writing • Teachers often stress fluency in writing using the “writing process approach”(Delpit, 1995). • African-American children are often lacking basic skills in writing to help them succeed in school (1995). • Many teachers do not realize the fluency that students already possess. (Example: Students’ ability to write rap songs.) • As teachers, we need to make sure that we are incorporating both skills and fluency into our writing curriculums to meet the needs of all of our students. Reaction 2: The Hidden Rules • White children come to school knowing the • • • • “codes” or “hidden rules” of participating in the white, middle class culture or, as Delpit says, “the culture of power” (1995). African-American parents want schools to prepare their children with the “codes” and skills to ensure their success in larger culture (1995). “My kids know how to be black-you all need to teach them how to be successful in the white man’s world” (1995). Children often bring skills to school that help them survive at home but may be detrimental to them at school (Payne, 2001). As teachers, we need to make sure that we are teaching students the skills necessary to survive not only in the school culture, but also as part of wider society. Reaction 3: Classroom Management Teachers from middle class backgrounds often use indirect requests for behavior. (Example: “Is this where the scissors belong?”) (Delpit, 1995) Children from working class homes are used to requests being stated directly. (Example: “Get in the bathtub.”) (1995) If a child repeatedly misunderstands the teachers’ indirect requests, he or she may be labeled as a “behavior problem”, when really, the child just did not understand what the teacher wanted him or her to do in the first place! As teachers, we need to use direct requests for behavior. (Example: “Put those scissors on that shelf.”) This is especially important for young children as they are learning the “hidden rules” of school (Payne, 2001). Summary African-American students, especially males, are disproportionately assigned to special education (Delpit, 1995). Using the discrepancy model, students are identified as having a learning disability when there is a gap between IQ and achievement (Lerner, 2006). Based on Delpit’s work, this discrepancy may be due in part to cultural misunderstandings, stereotyping, and prejudices between teachers and students. Home environment and poverty may also put AfricanAmerican students at risk for being identified as having a learning disability (Lerner, 2006). If teachers have a better understanding of the culture and learning styles of “other people’s children”, this may help reduce the number of African-American students identified as “learning disabled”. References Delpit, L. (1995). Other People’s Children: Cultural Conflict in the Classroom. New York: New Press. Lerner, J.W. (2006). Learning Disabilities: Theories, Diagnosis, and Teaching Strategies (10th ed.). Boston: Houghton Mifflin. Payne, R.K. (2001). A Framework for Understanding Poverty. Texas: Aha! Process, Inc. Contact me! Please let me know your thoughts on my presentation! E-mail me at JanelleH@comporium.net