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Been thinking about a question that we weren't able to answer today at #ShakespeareRaceAndPedagogy: it was in response to my argument that students need to know and reproduce the modes/codes of writing that are will be expected of them as graduates. 1/
The question was: shouldn't we challenge those rules, modes, or codes. Yes, we absolutely should, particularly if they are reasserting racist standards. At the same time, we should understand that students from the dominant class will have access to those codes of power 2/
regardless of whether or not we are teaching them. What we might end up doing is disempowering students who don't have access to those codes. So in our aims at liberation, we must also be deliberate in the ways we can harm students who are already disadvantaged 3/
by systems of power. We certainly need to show students that there are multiple ways in which they can exhibit their knowledge and engagement with texts and facilitate their voices, but we also need to recognize the larger systems of power that will affect their success. 4/
I'm here paraphrasing Lisa Delpit, in "Other People's Children," a book I wish had been assigned reading in graduate school to better prepare me and my pedagogy. 5/5
