Question about Censorship: parents challenging a book

How does a teacher choose an alternate book for a student when the parent disapproves?

I think that one way to go about this is to have a conference with the parent and the child. Its important to find out why the parent is wanting to dismiss the book in order to find an alternative. I think that its not fair to simply talk to the parent without finding out what the student is also interested in reading. I don't think there is any real solution to this question. I think that it really depends on the book, teacher, parent. student, grade level and even as far as the school and the district. One suggestion is that individual attention is needed in every situation.

Before assigning every book and alternative list can be made just in case something like this comes along. That way when there is a talk or conference with the parent(s) and student there shouldn't be any brain storming needed. However like all other solutions there might still be some arguing or even questioning on the alternate titles as well. I'd like to say there is a clear answer but there really doesn't seem to be one.

Gee & Delpit

Delpit has a few terms that differ from what Gee has defined them to be. One example is acquisition. Gee defines it as some information that is given rather than being learned by a student on their own. Delpit states that acquisition is an adaptation of values and discourses that a student already has. Another word that seems to contradict Gee is that of cheating. Gee seems to want to give students’ answers and Delpit thinks students should figure some things on their own. Gee seems to think that students come with information into the classroom and that everything else is learned to given to them there. Delpit thinks that “cheating” or showing the students how to work a system or giving them all of the information in not very conducive to learning in the classroom.
Delpit’s essay seems to take Gee’s ideas and terminology and change them to fit their ideas on how a classroom might work well. As far as where I stand on their issues, I think that both authors have good points here and there and together they make a good strong argument to what a successful classroom is. They also mirror together what a good relationship between students and teachers can be. These arguments are relevant to use as English teachers because it shows that not all students coming into a classroom are going to be at the same level. They are all going to have different home, dominant, or secondary discourses (terms depend on the author). As teachers we need to acknowledge this and find ways to help all students in our classroom no matter what previous and current discourses they may have encountered.
I would like to further look into the concept of “cheating”. I get the main idea but I would like to see examples.