Blog #6- "The Silenced Dialogue," Other People's Children by Lisa Delpit

Reflection: 

Lisa Delpit’s “The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children” offers a powerful critique of how schools often function within an invisible “culture of power.” Delpit explains that classrooms are not neutral spaces, but instead reflect the values, language, and expectations of those in power, typically middle-class white educators. This dynamic often leaves students of color and those from working-class backgrounds at a disadvantage because they have not been taught the unspoken rules that are necessary to succeed in the dominant culture. What struck me about Delpit’s argument is the concept of the “silenced dialogue.” She explains how the voices of parents, educators, and communities of color are often ignored in educational decision-making. Even when these groups share valuable insights about how children learn best, their perspectives are dismissed by those in positions of authority. This silencing reinforces the power imbalance, making it harder for schools to meet the needs of all students. It made me think about how often educational policies are created without directly involving the people most affected by them (students and their families).  Another point I found interesting was Delpit’s discussion of explicit versus implicit instruction. Some teachers believe that teaching students the norms of mainstream culture undermines cultural identity. However, Delpit argues that withholding these tools actually denies students access to opportunities. I agree with her point that students deserve to be taught the “codes of power” clearly, so they can navigate systems of education successfully. At the same time, teachers must respect and affirm students’ home cultures, showing that both forms of knowledge are valuable. This balance feels especially important in creating a classroom that is both inclusive and empowering. Reflecting on the article, I realized how my own educational experiences were shaped by already knowing many of these unspoken rules. This gave me a privilege I didn't fully acknowledge until after reading. I can also recall teachers who were particularly effective because they combined high expectations with cultural sensitivity, making sure students understood expectations while also honoring where they came from. Overall, Delpit’s article emphasizes how deeply power and culture influence education. It challenges educators to recognize how inequality can be reproduced when the culture of power goes unexamined.