OVERVIEW: Delpit and Kittle are writing at roughly ten years distant from each other, but are coming out of trends in writing instruction that happened in the late 70s and early 80s called "The Process Movement." The person who wrote the forward to Kittle's book is one of the foremost scholars of that movement. You should all be familiar with the process movement from a student perspective given that by the time all of you (even me) were writing in school, process was thoroughly and entirely embedded in the ELA classroom. You will recognize it its codified form of brainstorming, drafting, revising, and editing.
In some ways, both of these scholars value the changes in writing instruction--though for different reasons. But there are also clear differences in how they each position the Process Movement in their own pedagogy. To be clear: I value what both of these women have to say about teaching writing. So I'm not setting this up as pitting these two scholars against each other.
The differences in how Kittle and Delpit envision literacy instruction and in particular the role of writing instruction in a literacy classroom can be contextualized by how each writer writes about and theorizes the role of systemic racism in the ELA classroom.
PROMPT: For this prompt please consider the ways these two writers are in agreement about what should and can happen in the writing classroom as well as places where their ideas are either explicitly or by implication in opposition to teach other. Be specific in how you talk about each scholar. Consider the ways process movement as you understand it in each text works for the student or students and in what ways it seems to work against them, particularly when it comes to the ways systemic racism influence classroom practice.
RESPOND: No need to respond to a colleague. You'll have time in class Tuesday for that.