READING AND REFLECTING TEXT

TABLE OF CONTENT

A)READINGS FOR DISCUSSION, ANALYSIS AND REFLECTION

S.NO CONTENT PAGE NO.

o READING -1 THE SILENCED DIALOGUE: POWER AND
PEDAGOGY IN EDUCATING OTHER PEOPLE CHILDREN.
I. INTRODUCTION
II. ABOUT CAST/THEME/AUTHOR
III. SUMMARY
IV. DISCUSSION IN GROUP
V. EDUCATIONAL IMPLICATION
VI. MY EXPERIENCE
VII. CONCLUSION & MARSI TEST SHEET
VIII. REFLECTION
o READING -2 HOW STUDENTS LEARN.
I. INTRODUCTION
II. ABOUT CAST/ THEME/ AUTHOR
III. SUMMARY
IV. DISCUSSION IN GROUP
V. EDUCATIONAL IMPLICATION
VI. MY EXEPERIENCE
VII. CONCLUSION & MARSI TEST SHEET
VIII. REFLECTION
 B) AUDIO-VISUAL RESOURCES

S.NO CONTENT PAGE NO.

1. HAD – ANHAD: JOURNEYS WITH RAM AND
KABIR
I. INTRODUCTION
II. ABOUT CAST/ THEME/ AUTHOR
III. SUMMARY
IV. DISCUSSION IN GROUP
V. EDUCATION IMPLICATION/ IMPORTANCE
VI. MY EXPERIENCE
VII. CONCLUSION
VIII. REFLECTIVE JOURNAL
2. TAARE ZAMEEN PAR
I. INTRODUCTION
II. ABOUT CAST/ THEME/ AUTHOR
III. SUMMARY
IV. DISCUSSION IN GROUP
V. EDUCATION IMPLICATION/ IMPORTANCE
VI. MY EXPERIENCE
VII. CONCLUSION

VIII. REFLECTIVE JOURNAL

 KAMAL INSTITUTE OF HIGHER
EDUCATION &
ADVANCE TECHNOLOGY
(Affiliated to G.G.S.I.P. University, Dwarka, New Delhi)

PRACTICAL TITLE- READING AND REFLECTING ON TEXT

COURSE CODE-152

SUBMITTED BY- NEELAM KUMARI

Enrollment no.-01196702123

Semester-II

Batch: 2023-2025

SUBMITTED TO: DR. PRITI SHRIVASTAVA

 INTRODUCTION
"The Silenced Dialogue: Power and Pedagogy in Educating Other People's
Children" by Lisa D. Delpit delves into the intricate dynamics of power and
pedagogy in the education of children from diverse backgrounds. Delpit initiates
her discussion by exploring the debate between process-oriented and skills-
oriented writing instruction, using it as a lens to examine broader issues in
education. She emphasizes the importance of understanding and addressing the
power dynamics that influence educational practices, particularly in relation to
marginalized groups such as non-White and non-middle-class students.

In 1988, Lisa Delpit published her seminal article, “The Silenced Dialogue,” referring to the lack of
communication dividing Black and White educators and educators-of-educators when it comes to issues
of race, specifically due to the dis- parity between reliance on theory (White) and reliance on cultural
understanding ...
Delpit highlights the significance of engaging in a dialogue that considers the
perspectives of all stakeholders, especially those directly impacted by educational
policies and practices. She advocates for a pedagogy that values cultural
responsiveness and democratic literacy, stressing the need for educators to
empower students by acknowledging and respecting their voices. The article
underscores the necessity of inclusive educational practices that involve parents,
teachers of color, and community members in shaping educational strategies that
best serve the needs of all children, particularly those from disadvantaged
backgrounds.
In essence, Delpit's work sheds light on the silenced conversations in education,
urging for a more equitable and inclusive approach that recognizes the power
dynamics at play and strives to create meaningful dialogue and change within
educational systems.

CAST
In the context of the cast, the article highlights the need for inclusive educational
practices that consider the cultural backgrounds and experiences of students,
especially those from marginalized communities. It advocates for a pedagogy that
acknowledges and respects the voices and perspectives of all individuals involved
in the educational process, including students, parents, teachers of color, and
members of underserved communities. By engaging in meaningful dialogue and
collaboration with these stakeholders, educators can create a more equitable and
effective educational environment that meets the diverse needs of all students.

THEME
The theme of "The Silenced Dialogue: Power and Pedagogy in Educating Other
People's Children" by Lisa Delpit revolves around the power dynamics and
pedagogical approaches in education, particularly focusing on the marginalized
groups in the educational system. Delpit discusses the importance of recognizing
and addressing the explicit and implicit rules of power that influence educational
practices, emphasizing the need for inclusive and culturally responsive pedagogy.
The book highlights the significance of understanding the perspectives of
students, especially those from underrepresented backgrounds, and advocates for
a more equitable and dialogic approach to education that involves the voices of all
stakeholders, including parents, teachers of color, and community members.
Through this lens, Delpit explores the complexities of educational power
structures and the necessity of fostering genuine dialogue to create more effective
and inclusive educational environments for all children.

AUTHOR
Lisa Delpit is the author of "The Silenced Dialogue: Power and Pedagogy in
Educating Other People's Children." She explores the debate between process-
oriented and skills-oriented writing instruction as a means to delve into the power
dynamics and pedagogical approaches in educating children from diverse
backgrounds. Delpit emphasizes the importance of incorporating perspectives
from teachers of color, parents, and communities in shaping educational practices
for marginalized students. She advocates for inclusive dialogue and collaboration
to create culturally responsive and effective educational strategies for all students,
particularly those from underrepresented groups.

SUMMARY
The essay "The Silenced Dialogue: Power and Pedagogy in Educating Other
People's Children" by Lisa Delpit delves into the challenges faced in education,
particularly concerning non-white educators and students. Delpit critiques the
exclusion of non-white educators from educational debates and highlights the
disparities in educational philosophies between white and non-white teachers.
She emphasizes the impact of power dynamics in classrooms, the importance of
recognizing different cultural styles, and the need for a more inclusive approach to
teaching diverse student populations. Delpit advocates for a shift towards
teaching methods that truly benefit students rather than focusing solely on
evaluation ease. The essay underscores the significance of acknowledging and
incorporating diverse cultural perspectives in education, especially in multicultural
settings like New York City.
DISCUSSION IN GROUP

Introduction

o Briefly introduce the topic of power dynamics and pedagogy in education.

o Mention the significance of Delpit's work in highlighting the silenced voices
in educational settings.

Overview of the Article

o Summarize Delpit's main arguments regarding power imbalances in

education.
o Discuss the impact of differing pedagogical approaches on students from
diverse backgrounds.

Key Themes for Discussion

1. Power Dynamics in Education

o Explore how power manifests in classrooms and its influence

on teaching practices.

o Discuss the implications of power differentials on student

learning and engagement.

2. Cultural Relevance in Education

o Examine the importance of culturally responsive teaching and

learning.
 o Consider how educators can incorporate diverse perspectives
into their pedagogical approaches.

3. Communication and Dialogue

o Analyze the role of communication styles in educational

settings.

o Discuss how effective dialogue can bridge the gap between

educators and students from different cultural backgrounds.

4. Inclusivity and Equity

o Address the need for inclusive educational practices that

empower all students.

o Explore strategies to create a more equitable learning

environment for diverse learners.

Group Discussion Activities

o Breakout sessions to discuss personal experiences with

power dynamics in education.

o Role-playing scenarios to explore effective communication

strategies in diverse classrooms.

o Brainstorming sessions to generate ideas for promoting

inclusivity and equity in educational settings.

EDUCATIONAL IMPLICATION
The article "The Silenced Dialogue: Power and Pedagogy in Educating Other
People's Children" by Lisa Delpit delves into the educational implications of power
dynamics and pedagogy in teaching students from diverse backgrounds. Delpit
emphasizes the importance of incorporating the perspectives of teachers of color
and parents from marginalized communities in educational discussions to tailor
instruction effectively for children of color. She highlights the need for a more
inclusive dialogue that considers the cultural nuances and needs of students,
advocating for a pedagogy that aligns with the learners' backgrounds and
experiences. Delpit's work underscores the significance of addressing power
differentials in the classroom, acknowledging the impact of these dynamics on
teaching practices and student outcomes. Ultimately, the article calls for a more
equitable and culturally responsive approach to education that empowers all
students by recognizing and valuing their unique identities and backgrounds.

MY EXPERIENCE
In my view, Delpit's work sheds light on the critical need for inclusive and
culturally sensitive educational practices. By recognizing and valuing the diverse
experiences and voices within educational settings, we can foster a more
equitable and empowering learning environment for all students. Embracing a
dialogue that incorporates different perspectives can lead to more effective
teaching methods that cater to the needs of every child, regardless of
their background.

CONCLUSION
In conclusion, "The Silenced Dialogue: Power and Pedagogy in Educating Other
People's Children" by Lisa Delpit highlights the critical need for educators to
recognize and address power dynamics in the classroom. Delpit emphasizes the
importance of creating inclusive and culturally responsive educational
environments that empower all students, especially those from marginalized
backgrounds. By acknowledging and valuing students' diverse cultural and
linguistic backgrounds, educators can foster a more equitable and effective
learning experience. Ultimately, Delpit's work calls for a shift towards more
inclusive and empowering pedagogical practices that promote academic success
and social justice for all students.
REFLECTION
Personal reflections on the Silenced Dialogue highlight the eye-opening nature of
the discussion, revealing disparities in educational philosophies between White
and non-White educators. The article prompts critical thinking about power issues
affecting minority students and emphasizes the importance of listening to diverse
voices in education. It stresses the need for a balanced approach that considers
cultural differences and empowers educators to teach according to students'
needs.
Overall, reflections on the Silenced Dialogue bring attention to the challenges
posed by power dynamics in education, advocating for a more inclusive and
culturally responsive approach to teaching that values diverse perspectives
and experiences.
 INRODUCTION
How Students Learn: History, Mathematics, and Science in the Classroom is the
title of a 2001 educational psychology book edited by M. Suzanne Donovan and
John D. Bransford and published by the United States National Academy of
Science's National Academies Press.
 The book focuses on "three fundamental and well-established principles of
learning that are highlighted in How People Learn and are particularly important
for teachers to understand and be able to incorporate in their teaching:

Students come to the classroom with preconceptions about how the world works.
If their initial understanding is not engaged, they may fail to grasp the new
concepts and information, or they may learn them for purposes of a test but
revert to their preconceptions outside the classroom.

To develop competence in an area of inquiry, students must

(a) have a deep foundation of factual knowledge,
(b) understand the facts and ideas in the context of a conceptual framework, and
(c) organize knowledge in ways that facilitate retrieval and application.

"A 'metacognitive' approach to instruction can help students learn to take control
of their own learning by defining learning goals and monitoring their progress in
achieving them.

CAST
The cast of the book "How Students Learn: Science in the Classroom" edited by M.
Suzanne Donovan and John D. Bransford in 2005 includes:
John D. Bransford (Chair), College of Education, University of Washington
Susan Carey, Department of Psychology, Harvard University
Kieran Egan, Department of Education, Simon Fraser University, Burnaby, Canada
Suzanne Wilson, School of Education, Michigan State University
Samuel S. Wineburg, Department of Education, Stanford University
M. Suzanne Donovan, Study Director
Susan R. McCutchen, Research Associate
Allison E. Shoup, Senior Project Assistant
Elizabeth B. Townsend, Senior Project Assistant
These individuals were part of the project and contributed to the development of
the book "How Students Learn: Science in the Classroom"

THEME
The theme of the book "How Students Learn: Science in the Classroom" edited by
M. Suzanne Donovan and John D. Bransford in 2005 focuses on three fundamental
principles of learning. These principles emphasize the importance of engaging
students' preconceptions, building a strong foundation of factual knowledge
within a conceptual framework, and promoting a metacognitive approach to
instruction. The book aims to help teachers understand these principles to
enhance their teaching effectiveness and students' learning outcomes.

AUTHOR
The book "How Students Learn: History, Mathematics, and Science in the
Classroom" was edited by M. Suzanne Donovan and John D. Bransford. It was
published in 2005 by the United States National Academy of Science's National
Academies Press. The book focuses on fundamental principles of learning,
emphasizing the importance of engaging students' preconceptions, building a
deep factual knowledge foundation, understanding concepts in a framework, and
promoting a metacognitive approach to learning. Donovan and Bransford, as
editors, compiled contributions from various educators and researchers to provide
insights into effective teaching practices across different disciplines.

SUMMARY
The book "How Students Learn: Science in the Classroom" by Donovan, M.S. and
Bransford, J.D. (Eds.) in 2005 builds on the principles of learning detailed in the
best-selling "How People Learn." It provides insights for teachers to enhance their
classroom effectiveness by applying learning principles at elementary, middle, and
high school levels. The book features successful teaching strategies, curriculum
development models, and classroom activities to promote a deeper
understanding of scientific principles through straightforward experiments. It
emphasizes engaging students' preconceptions, building factual knowledge,
understanding concepts in context, and organizing knowledge for retrieval and
application. The volume underscores the importance of self-monitoring and
metacognitive approaches in fostering effective learning experiences for students.

DISCUSSION IN GROUP
In the book "How Students Learn: History, Mathematics, and Science in the
Classroom" by Donovan, M.S. and Bransford, J.D. (2005), the authors discuss how
students can effectively learn through group discussions.

The book emphasizes that group discussions provide an opportunity for students
to actively construct knowledge by engaging in meaningful conversations with
their peers. When students participate in discussions, they are exposed to
different perspectives, ideas, and interpretations, which can deepen their
understanding of the subject matter.

One key aspect highlighted in the book is the importance of creating an inclusive
and collaborative learning environment during group discussions. By fostering an
atmosphere of respect and active listening, students feel more comfortable
expressing their thoughts and actively participating in the discussion.

The authors also suggest that teachers can facilitate effective group discussions by
providing clear guidelines and prompts, encouraging students to support their
ideas with evidence, and guiding the conversation to ensure that it stays focused
and productive.

Through group discussions, students can develop critical thinking skills, improve
their communication and listening skills, and learn from their peers. These
discussions also help students to make connections between different concepts
and apply their knowledge in real-world contexts.

It is important for teachers to actively monitor and assess student participation

and engagement during group discussions to ensure that every student is involved
and learning effectively.

EDUCATIONAL IMPLICATION
The book "How Students Learn: History, Mathematics, and Science in the
Classroom" by Donovan, M. S., and Bransford, J. D. published in 2005, offers
valuable educational implications for teachers and educators. Some of the key
educational implications highlighted in the book are:

1. Active Learning: Students learn best when they actively engage in the learning
process. Teachers should incorporate hands-on activities, discussions, and
experiments to promote active learning and enhance student understanding.

2. Prior Knowledge: Students construct new knowledge based on their existing

knowledge and experiences. Teachers should assess students' prior knowledge
and build upon it to facilitate effective learning.

3. Conceptual Understanding: Rather than focusing solely on memorization,

emphasis should be placed on developing students' deep conceptual
understanding. Teachers should provide meaningful and relevant contexts for
learning to help students connect new information to their prior knowledge.

4. Metacognition: Developing students' metacognitive skills is crucial for effective

learning. Teachers should encourage students to reflect on their learning, monitor
their understanding, and employ appropriate learning strategies.
5. Collaboration: Collaborative learning environments promote student
engagement and enhance learning outcomes. Teachers should create
opportunities for students to work in groups, solve problems together, and engage
in peer discussions.

6. Assessment: Formative assessments should be used to monitor student

progress, identify misconceptions, and inform instructional decisions. Teachers
should provide timely feedback and create opportunities for students to revise
and improve their work.

7. Technology Integration: Appropriately integrating technology in the classroom

can enhance student engagement and provide access to a wide range of resources
and tools. Teachers should leverage technology to support various learning
objectives and promote interactive learning experiences.

These educational implications provide valuable guidance for educators to create

effective learning environments and facilitate meaningful learning experiences for
students.

MY EXPERIENCE
The book is a comprehensive exploration of the current understanding of learning
and teaching. The authors have synthesized research from various fields, including
cognitive, developmental, and neuroscience to present a detailed picture of how
students learn and how teachers can help them learn more effectively.

The book contains critical insights into learning theories and teaching strategies
that can benefit educators in a wide range of contexts. It also highlights the
importance of creating a supportive and engaging learning environment that
encourages students to take an active role in their learning.
Overall, "How Students Learn" by Donovan and Bransford is an excellent resource
for educators who are interested in understanding the science of learning to
create effective teaching strategies that can enhance student outcomes.

CONCLUSION
The book "How Students Learn: History, Mathematics, and Science in the
Classroom" by Donovan, M. S., and Bransford, J. D. published in 2005, provides
insights into the learning process and highlights best practices for teachers to
improve student outcomes. The conclusion of the book emphasizes the
importance of developing students' metacognitive skills, such as self-reflection,
awareness of learning strategies, and knowledge of one's own strengths and
weaknesses, to ensure deep and meaningful learning. Additionally, the conclusion
highlights the need for teachers to provide students with opportunities to engage
in active and collaborative learning experiences and to use formative assessments
as a tool for monitoring student progress and adjusting instruction accordingly.
Overall, the conclusion of the book emphasizes the critical role of teachers in
facilitating effective learning and provides practical recommendations for
improving student outcomes.

REFLECTION
From reading this article I gained much insight on knowledge I need to know as a
future teacher and a student myself. One thing from this article that stuck with me
were the three principles of learning that are crucial for teachers to know:
background knowledge, organization of factual information, and metacognition.
The first principle of learning means that new understandings are
constructed on a foundation of existing understanding and experiences (Donovan
& Bransford, 2005). Having background knowledge helps shape how a child makes
sense of what is being taught. This is important to know as a teacher because a
teacher may have some students that come with various types of experiences and
students who do not. For example, a student who has traveled outside the state
or country might have a better understanding of geography than a student who
has never traveled outside their city. I believe if a teacher comes across a student
with a barrier of connecting new knowledge with past experiences, there is still a
way to make learning meaningful to that student.
The second principle for learning is the ability to sort factual information in
an organized way. A teacher can overload students with factual information, but if
the students can-not arrange and sort these facts in way that can be retainable
way in the future, is that learning? This is important to know as a teacher for
planning instruction. A lesson must include factual information, but it should be in
a way students can easily organize it in their brain and ultimately learn.
In my opinion, the third principle is most crucial. Metacognition help
students become effective learners. This means the students have the ability to
take control of their own learning, define their own learning goals, and monitor
their progress with those goals (Donovan & Bransford, 2005). The ideal classroom
should be modeled by this concept. Students should be in charge of their own
learning. Self-monitoring can be as simple as having students self-assess their
understanding at the end of a lesson or the students facilitating their own class
collaboration with in depth discussions. This is crucial to be aware of for
instructional planning because time should be set aside for students to have the
opportunity to self-monitor their progress, growth, and understanding.
INTRODUCTION
Kabir was a 15th century mystic poet of north India who defied the boundaries
between Hindu and Muslim. He had a Muslim name and upbringing, but his
poetry repeatedly invokes the widely revered Hindu name for God – Ram. Who is
Kabir’s Ram? This film journeys through song and poem into the politics of
religion, and finds myriad answers on both sides of the hostile border between
India and Pakistan.

See original full-length versions of the songs edited into this film -
Ber Chalya Mera Bhai by Mahesha Ram
Saanu Ek Pal Chain Na Aave by Mukhtiyar Ali
Sakal Hans Mein Raam Viraaje by Prahlad Tipanya
Yeh Ulat Ved Ki Baani by Kaluram Bamaniya
Kaisa Naach Nachaaya by Farid Ayaz & Abu Mohammad

Note - Certain episodes in the film have been controversial and the censor
authorities in Karnataka and Delhi demanded cuts. After a one and half year legal
battle the film eventually won a fabulous judgment by Justice S K Muralidhar in
the Delhi High Court in favor of releasing it with no cuts, creating a significant legal
precedence in favor of freedom of expression in our country.

*Silver Trophy, Best Non-Fiction Film, Indian Documentary Producers' Association

Awards, 2009
*1st Prize (shared), One Billion Eyes Documentary Film Festival, Aug 2008
(Chennai)

DVDs of this film are available here.

Film Credits -
Camera & Direction: Shabnam Virmani
Script & Editing: Shabnam Virmani & Rikhav Desai
Editing Support: Aarthi Parthasarathy, Vasanth D. Kummy, Parmesh K, Rumah
Rasaque
Direction & Production Support: Smriti Chanchani & Rumah Rasaque
Songs sung by: Mahesha Ram, Prahlad Tipanya, Mukhtiyar Ali, Kaluram Bamaniya,
Shafi Mohammad Faqir, Fariduddin Ayaz & Abu MohammadMusic Recordings: P.
M. Satheesh in Rajasthan & Malwa, G.M. Chand in Pakistan
Sound Mixing: Fireflys Post Sound, Mumbai
Research & Concept: Shabnam Virmani & Tara Kini
Animation: Orijit Sen & M M Pradeep
Poetry Translations: Linda Hess, Homayra Ziad, Shabnam Virmani
Advisors: Linda Hess, Ashok Vajpeyi, Vidya Rao, Purushottam Aggrawal, Tara Kini
Financial Support: Ford Foundation, New Delhi
Produced by: Srishti School of Art, Design & Technology, Bangalore

Collection: Kabir Project

Year of Production: 2009