Memoir, Memory, and Mastery:

The Skin that We Speak

Starr Levy
EDU-604
Professor Herrera
Post University
 Introduction to The Skin that We Speak
(Delpit & Dowdy, 2002)

 Edited in 2002 by Lisa Delpit and Joann Kilgour Dowdy

 Through a compilation of essays, the book tells the story of instructors (teachers
and professors), linguists, and scholars specializing in culture, education, and
language
 All share a common theme regarding the potential for language and attitudes toward
language to be harmful to children in classrooms
 Many speak to the issue of education of African American students
 Ebonics is covered
 Separated into three sections
 Part I: Language and Identity
 Stories of two individuals with identity issues attributable to language

 Part II: Language in the Classroom

 Explores ways to combat negative language attitudes in the classroom

 Part III: Teacher Knowledge

 Examines teacher preparation to examine their own language and practices
Book Connection to Multicultural
Education
 The book speaks to the perception of language and the
preconceived notions educators attach to specific linguistic
practices
 Raises awareness of the need to practice culturally competent
instruction
 Asks teachers to examine their own practices for unconscious bias
or prejudice
 Effectively brings the stories of individuals who have experienced
negative interactions due to language to life

Source: Delpit & Dowdy, 2002

Reflection Questions
 How does language reflect our cultural identity, power, and privilege?
 Language is the way we express our life experiences (Trumbull, Rothstein-Fisch, & Greenfield, 2000)

 Those exposed to specific culture share common linguistic practices that create
identity
 The exercise of academic or professional language conveys the impression of
education, power, and privilege (Gorski, 2010)
 Societal norms relating to the language used by the majority are used to
suppress “others.”
 Using our readings and discussions, what would and could you do to assist
these culturally and linguistically diverse students to be successful socially
and academically?
 Support them in understanding the need to use academic language and code-
switch (trilingualism)
 Engage students of a variety of cultures in discourse to normalize linguistic
differences and ensure all students posses cultural sensitivity relating to language
What the Issue and Theme Mean for
Society
 Society will continue to become more diverse with many
different linguistic practices
 Language must continue to evolve as it has for centuries
in a way that incorporates the practices of many to
create commonalities
 Acceptance must be granted for those whose linguistic
practices differ due to cultural differences
 Different does not equal inferior

Source: Delpit & Dowdy, 2002

Summary of Learning

 Through an understanding and acceptance of linguistic differences, we

can create a culture of sharing and respect for one another that can
bridge our differences (NPR, 2010)
 Language is a living practice that must necessarily change with time and
reflect the needs and practices of those who use it
 Teachers must be open to allowing students to express themselves in
culturally appropriate ways but also to sharing academic discourse as a
matter of practice to incorporate both types of learning in the classroom
space
 Trilingualism must be accepted, taught, and respected

Source: Delpit & Dowdy, 2002

References

Delpit, Lisa and Joann Kilgour Dowdy. The Skin We Speak. New York: New Press,
2002
Gorski, P. (April 14, 2010). The Challenge of Defining "Multicultural Education.
NPR (2010, Jan 15). Is There A Biological Basis for Race?. "Talk of the Nation."
Trumbull, E., Rothstein-Fisch, C., & Greenfield, P.M. (2000). Bridging Cultures in
Our Schools: New Approaches That Work. Knowledge Brief. San Francisco:
WestEd.