The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children

 One of the biggest ideas I took away from Delpit's chapter is that schools are not neutral places. They operate within what she calls a "culture of power," where certain ways of speaking, behaving, and learning are valued more than others. Her argument is that educators cannot simply pretend these power structures do not exist. Instead, we have a responsibility to recognize them, understand how they affect students, and make sure all students are given the tools they need to succeed.

One part of the reading that really made me stop and think was Delpit's discussion about people who consider themselves liberal or progressive. She explains that many well-intentioned educators struggle to acknowledge their own power or admit that they participate in systems that privilege some students over others. I think that is a hard conversation to have, but an important one. Just because someone has good intentions does not mean they are not contributing to a system that creates barriers for others. 

Another point that really stood out to me was when Delpit writes, "There are codes or rules for participating in power." This quote really stuck with me because it reminded me that so many students are expected to know these unwritten rules without anyone ever teaching them. Some students grow up already knowing how to navigate these systems, while others are left trying to figure everything out on their own. As an admissions officer I see this all time. There is a clear divide sometimes between those who have parents who have attended college and those who did not. There is a hidden code that not everyone knows!

I also appreciated Delpit's emphasis on listening to the voices of students, families, and educators from marginalized communities. Throughout the chapter, she shows how often decisions are made for communities instead of with them. That really resonated with me because I think we spend too much time assuming we know what students need instead of simply asking them. Every student's story is different, and those experiences deserve to be heard and valued. In Ydev we talk about how to bring youth voices in and how to elevate youth voices.

This reading hit close to me because of the work I do in college admissions. Every day I read applications from students whose stories go far beyond their GPA or test scores. Many of the students I work with are first-generation college students or come from low-income backgrounds, and their experiences have shaped the opportunities they've had. Delpit reminded me that higher education has its own culture of power, and as admissions professionals we have a responsibility to recognize those systems rather than ignore them. It reinforced why holistic review matters so much to me. (My YDEV capstone talked about this)