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117: Announcements

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A TEACH-IN ON THE IMPACT OF THE UC BUDGET AND WHAT WE CAN DO TO RESPOND! ... B&E/Payne: Change the child; eradicate BEV (a 'subtractive' view of schooling; cf. ... – PowerPoint PPT presentation

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Title: 117: Announcements


1
117 Announcements
  • New Topic Critique of Deprivation Account read
    Labov, Schweinhart, Delpit, Lee
  • Reflection 2 Due today
  • A TEACH-IN ON THE IMPACT OF THE UC BUDGET AND
    WHAT WE CAN DO TO RESPOND! ?WEDNESDAY, OCTOBER
    14, 2009 -- 4-6 P.M.CENTER HALL 119

2
EDS/Soc 117 Critique of the Cultural Deprivation
Account
  • Ethnocentric Fallacy-- the rules and categories
    from one cultural system (Standard English)
    have been mis-applied to another (Black English
    Vernacular) BEV is logical and grammatical
    albeit with some different rules than standard
    English
  • Cognitive and linguistic styles are better
    conceptualized as context-bound (situated) rather
    than as general, or not related to context

3
(No Transcript)
4
Behavior is Context-Bound Evidence
interactions with children Situation 1--A Formal
Test
  • Tester Tell me everything you can about this
    (shows object)
  • 12 seconds of silence
  • T What would you say it looks like?
  • 8 seconds of silence
  • Child A spaceship
  • T hmmm
  • 13 seconds of silence
  • Child Like a je-et
  • 12 seconds of silence
  • Child like a plane
  • 20 seconds of silence
  • T What color is it?
  • C Orange 2 seconds An green
  • 6 seconds of silence
  • T An what could you use it for
  • 8 seconds of silence
  • C A je-et
  • 6 seconds of silence
  • T If you had 2 of them, what would you do with
    them?
  • C Give one to somebody
  • T Hmmm. Who do you think would like to have it
  • C Cla-rence
  • T Hm. Where doi you think you could get another
    one of these?
  • C At the store
  • T Oh-ka-ay?

5
Context-Bound Interactions Situation 2-Black
tester
  • CR What if you saw somebody kickin somebody
    else on the ground, or was using a stick, what
    would you do if you saw that?
  • Leon Hmmm
  • CR If it was supposed to be a fair fight
  • Leon I dont know
  • CR You dont know? Would you do anything . .
    .Huh? I cant hear you
  • Leon No
  • CR Did you ever see somebody get beat up real
    bad?
  • Leon Nope
  • CR Well--did you ever get into a fight with a
    guy?
  • Leon Nope
  • CR That was bigger than you?
  • Leon Nope
  • CR You never been in a fight?
  • Leon Nope
  • CR No body ever pick on you?
  • Leon Nope
  • CR How come?Leon Ah on know
  • CR Didnt you ever hit somebody?
  • Leon Nope
  • CR incredulous You never hit nobody?
  • Leon Mhm
  • CR Aw, b-a-a-a-be, you aint gonna tell me that!

6
Context Bound Interaction 3Black adult,
Informal setting
  • CR is there anybody who says your momma drink
    pee?
  • Leon Rapidly and breathlessly Yee-ah!
  • Greg Yup!
  • Leon And your father eat doo-doo for breakfast
  • CR Oooohhh! (laughs)
  • Greg when they sound on me, I say C.B.S. C.B.M
  • CR What that mean?
  • Leon/Greg Congo booger-snatch (laughs)
  • Greg And sometimes Ill curse with B. B.
  • CR Whats that?
  • Greg Black boy
  • Leon (eating) Oh, thats a M. B. B
  • CRR M.B.B Whats that?
  • Greg Merican Black Boy
  • CR Ooooh
  • Greg Anyway, Mericans is the same as white
    people, right?
  • Leon And they talk about Allah
  • CR Oh yeah?
  • Greg Yeah
  • CR What they say about Allah?
  • Leon Allah--Allah is God
  • CRAnd what else?
  • Leon I don know the res
  • Greg Allah-Allah is God. Allah is the only God.
    Allah//
  • Leon //Allah is the son of God

7
Context-Bound Interaction Black adult, informal
setting
  • JL What happens after you die? Do you know?
  • Larry M Yeah I know
  • JL What?
  • Larry M After they put you in the ground, your
    body turns into-ah-bones an shit
  • JL What happens to your spirit?
  • LM Your spirit-soon as you die, your spirit
    leaves you
  • JL And where does your spirit go?
  • LM Well it all depends
  • JL On What?
  • LM You know, like some people say if youre
    goood an shit, your spirit goin theaven, n
    if your bad your spirit goin to hell. Well,
    bullshit! Your spirit goin to hell anyway, good
    or bad
  • JL Well, if theres no heaven, how could there
    be a hell?
  • LM I mean--ye-ah. Well let me tell you. It aint
    no hell cuz this is hell right here, y know
  • JL This is hell?
  • LM Yeah, this is hell right here!
  • JL But just say there is a God, what color is
    he? White or black?
  • LM Well, if it is a God, I wouldnt know what
    color, I couldnt say. Couldn nobody say that
  • JL But now, jus suppose there was a God//
  • LM //Unlessn they say//
  • JL //No, I was jus sayin jus suppose there
    is a God, would he be white or black?
  • LM Hed be white man!
  • JL Why
  • LM Why? Ill tell you why. Cuz the average
    whitey out there got everything, you dig? And the
    nigger aint got shit.

8
Summary of Labovs Research
  • Situated cognition
  • Students behavior varies from one type of
    situation to another
  • Children become more elaborate and verbal as
    settings become less formal and less power laden
  • Other examples
  • Standard English usage can tend toward verbosity

9
Summary of Labovs Research
  • Whereas BE claim that BEV is a restricted
  • code and limits thinking, Labovs work
  • shows BEV is elegant, logical, and capable of
  • abstract and symbolic representations
  • Whereas BE claim that ASL is not a
  • language (but is only random gestures),
  • current research shows ASL is grammatical
  • and logical

10
The Limitations of Drill Practice
  • Schweinhart et al the type of instruction
    matters students in "cognitively oriented
    pre-schools showed greater gains than students in
    behavioristically oriented (DISTAR) pre-schools)

11
The Educational Implications of Situated
Cognition Research
  • Dilemma What to do about children who
  • perform well in out-of-school (informal)
    contexts,
  • but dont do well in school (formal lessons and
    tests)
  • BE/Payne Change the child eradicate BEV (a
  • subtractive view of schooling cf. Valenzuela)
  • - Carol Lee/Luis Moll Modify the context
    appropriate
  • the language and culture of children for use in
    school
  • (an additive view of schooling) (add to
    repertoire)
  • - Lisa Delpit Explicitly teach the discourse
    of power
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