Blog #2: Connections for Delpit's "The Silenced Dialogue" and Lake Role Play

    The readings of Delpit and Lake heavily connect with the principles that Johnson and S.C.W.A.A.M.P. by providing the basis and essential argument that Delpit and Lake instate within their respective points. S.C.W.A.A.M.P. recognizes the types of privileges and the ways they show up within society and Johnson talks about how in our society we have to accept and acknowledge our privileges and not be afraid to use honest and raw language, no matter how harsh or uncomfortable it may be. Johnson vocalizes that this is the way that we begin to fix the problem that our privilege has caused.

The way that Delpit remarks about the culture of power through her five points that comprise that power. Each revolves around the central idea that the culture of power consists of the privilege people have to create that systematic oppression. Delpit also states how there is sometimes a difference between cultural patterns for different socioeconomic and racial communities. Delpit continuously mentions the need for educators to have an open dialogue so they can accommodate the differences in backgrounds and patterns so the students can be able to learn productively and inclusively. This connects to the point Johnson makes about having that open conversation about the issues surrounding the ignorant nature privilege causes. The way Johnson encourages people to be accountable when acknowledging their spectrum of privilege (S.C.W.A.A.M.P) is the same as when Delpit encourages educators to acknowledge their role in the culture of power so future dialogue of change will not be silenced.

Coincidentally, the Lake role-play helps reflect this manner in a physical example. How the characters of the principal, teacher, and PTO president were resistant to accepting the fact their actions were harmful and ignorant of other people’s cultures is similar to the example Johnson uses when he can’t understand how other groups in society feel. The way Johnson mentions that he can try to feel the same way that they do but he’ll never understand that so he can just take a step back and acknowledge that his S.C.W.A.A.M.P. is the only way he can help understand the situation and provide the basis for change. It parallels how the principal in our role play remained ignorant at first but eventually was better at acknowledging the situation for Wind-Wolf was different due to Wind-Wolf trying to balance his native background in a Westernized system. It was by acknowledging that difference that the dialogue changed and all parties were able to work on the actual issue of accommodating Wind-Wolf’s difference in background and working to create a more comfortable educative area.

I think one point that should be taken into consideration from all these readings is that they’re cannot be a change without acceptance and acknowledgment of differences of privilege. The article Confronting My Privilege to Teach About Privilege offers an additional perspective on how educators begin to acknowledge their privilege for the sake of their students. How are we supposed to continue when our ignorance is creating a culture of power that is silencing the people we are supposed to help?