These were my questions in post #1
My question is, are we waiting for the day when everyone somehow masters the dominant discourse or are we waiting for the day that there is no such thing as DOMINANT DISCOURSE?
Are we, us future pedagogues, sitting here to debase the dominant discourse down to the mainstream discourse and improve the mainstream by a few more degrees so we can end up something accessible but not so shamefully mediocre?
If we continue to subscribe to the dominant discourse, won’t the dominant discourse continue to dominate us?
I haven’t actually found the answer, not from the readings nor from what I remember from the class discussions.
The only relevant text to this issue of discourse is Ferdman’s Cultural Literacy which promotes the inclusion, celebration and emphatic incorporation of students’ ethnic backgrounds and culture into the curriculum.
Accordingly, the answer within this practice of Cultural Literacy, is one that focuses away from the dominant discourse in order to offer a more tailored literacy. Ferdman’s ideology stems from the notion that one is not literate until she has mastered her own discourse– the discourse of her own culture and ethnicity– a concept that actually might make sense even in the context of an “American” education, that is to say– one of diverse participants but also one pressured by an upper-class discourse.