In the introduction to her new book, "Multiplication Is for White People": Raising Expectations for Other People's Children, Lisa Delpit describes her response when Diane Ravitch asked her why she hasn't spoken out against the devastation of public schools in her home state of Louisiana and the efforts to make New Orleans the national model. She explained to Ravitch that she has been concentrating her efforts where she feels she can make a difference: working with teachers and children in an African American school. She says her "sense of futility in the battle for rational education policy for African American children had gone on for so long . . . that I needed to give my 'anger muscles' a rest."
But that interchange made her realize that she is still angry, and that anger fuels and defines Multiplication Is for White People. "I am angry," she begins, "that public schools, once a beacon of democracy, have been overrun by the antidemocratic forces of extreme wealth." As she continues to enumerate the sources of her anger, the introduction comprises a focused and comprehensive indictment of the neoliberal attack on public education.
Two themes drive Multiplication Is for White People: Delpit infuses the interplay between her role as a scholar/activist and as the mother of a child with a unique learning style. And she organizes her text around 10 factors she believes "foster excellence in urban classrooms."
Because children who don't fit the white middle-class norms, especially those with real and/or perceived learning differences, are among the most marginalized by the scourges of corporate education reform, I chose to start my interview with Delpit there.
Jody Sokolower for Rethinking Schools: You say in your new book that middle-class children come to school with differentalthough not more importantskills from children from low-income families. What do you mean? And is this a class difference or a cultural difference?