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Language Diversity in the Classroom - ymerleksi - home

Language Diversity in the Classroom - ymerleksi - home

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Chapter 4Disadvantage: The Genetic CaseIntroductionDisadvantaged children’s characteristic ways of deal<strong>in</strong>g with <strong>the</strong>world often appear <strong>in</strong>appropriate or, at least, <strong>in</strong>effective, <strong>in</strong> social arenaswhere different values and behavior are found and encouraged. Coulddifferences here imply real deficits? Could we say that some varieties ofknowledge, skill and attitude are <strong>in</strong>herently better than o<strong>the</strong>rs? With itsassertion that <strong>the</strong> underp<strong>in</strong>n<strong>in</strong>gs of disadvantage are ones of difference,and not of ei<strong>the</strong>r environmental or genetic deficiency, <strong>the</strong> previousoverview has anticipated <strong>the</strong> answers to <strong>the</strong>se questions. But mean<strong>in</strong>gfulassertions require evidence, which is why <strong>in</strong> this chapter and <strong>the</strong> next I shall go <strong>in</strong>to some detail about deficit arguments and <strong>the</strong>ir flaws. (Thisdiscussion will also frame <strong>the</strong> subsequent and more specific treatment of<strong>the</strong> relationship between language and disadvantage.) I turn first togenetic matters.An appropriate <strong>in</strong>troduction here <strong>in</strong>volves <strong>the</strong> realization that anymean<strong>in</strong>gful argument about group variation between black and whitepopulations, for <strong>in</strong>stance must rest upon firm def<strong>in</strong>itional foot<strong>in</strong>gs.Over <strong>the</strong> last two or three generations, not only have politicalconsiderations made discussion of genetic differentiation disreputable,<strong>the</strong> scientific community has <strong>in</strong>creas<strong>in</strong>gly rejected <strong>the</strong> very idea ofdifferent human ‘races’ (see Aldhous, 2002; Ossorio & Duster, 2005).Schwartz’s (2001) characterization of race as a ‘biologically mean<strong>in</strong>gless’concept may be taken as typical here. However, a recent special issueof Nature Genetics (2004) shows that <strong>the</strong> matter is hardly a settled one.Some contributors argue, like Schwartz, that human ‘racial’ categoriesare not discrete, and are essentially socially def<strong>in</strong>ed, but o<strong>the</strong>rs claim thatobvious markers (sk<strong>in</strong> color, hair formation and so on) suggest a smallnumber of basic classifications. Fur<strong>the</strong>rmore, developments <strong>in</strong> ourknowledge of matters at <strong>the</strong> level of DNA that is, at <strong>the</strong> level of <strong>the</strong>human genome make <strong>the</strong> picture more <strong>in</strong>terest<strong>in</strong>g still; for some criticalcomments about what might be termed <strong>the</strong> sociology of this new geneticresearch, see Carter (2007) and Tutton (2007). On this most elementaldimension, human be<strong>in</strong>gs show very little genetic variation. Ossorio and52

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