The Gypsies rightly contend that one is never obliged to speak the truth except in one’s own language; in the enemy’s language the lie must reign.
-Guy Debord p. 9 Panegyric (2004)
Many of my students come to the school with a language, even when they speak English, which is different than that which is spoken in the classroom (Heath 1984). Additionally the language, or discourse, that is dominant among the school administration and state mandated TEKS (Texas Essential Knowledge and Skills) is more often than not disconnected from the language of the students’ discourse community, as well as that of the classroom. I am conflicted over the importance of either the students’ own language or the importance of “helping” students into the discourse of the dominant language community. Lately I have been thinking that the focus of my class should be on language, as in rhetoric, as perhaps the key, since whatever discourse a student comes from, or whatever discourse is applied upon them by we patronizing school officials, using the tools of the language of rhetoric would allow the student to analyze both their own language and the language of power. Perhaps. Or maybe it would simply indoctrinate them into a different (not synonymous with better) discourse community.
Tuesday, June 03, 2008
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3 comments:
I've thought about this same thing as well. It's hard to not frame "standard English" as the "correct" discourse, considering it's the business and academic discourse.
I think the purpose of schools should be to familiarize students with a variety of discourses and ways of living. Unfortunately that's not how it is, and that's why I'm done with public ed for a while.
How's your summer?
Im not in summer yet. I am spending the first week writing curriculum for the district. Next week i will be off work. Or rather putting the TEKS in three week bundles so they can be tested easier. I am sorry to hear that you are no longer teaching: We need more smart people in the profession.
I re-read this post three times I liked it so much! Nobody talks about this stuff anymore! Thank you! I get so caught up in the daily blocks my students have to being able to focus on my subject (math) I'm always just thinking about Maslow. But I like how you challenge to me to think a step further, how am I facilitating either their empowerment or healing, either one would be a gift, with my language, or the space I create or fail to create for their language? I have been at this too long, I've taken too easily to accepting the power structure and telling them they just have to work within it, but reading your blog, and teaching fellow cohort 14, and is our children learning, has really inspired me. I feel like I'm ten years younger and have boundless options should I choose to exercise them. Thank you.
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