Rewriting literacy: culture and the discourse of the other

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Linguistics and Education Research Literacy, Media, and Education Critical and Liberation Pedagogy

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Series Introduction: Literacy, Difference, and the Politics of Border Crossing by Henry A. Giroux Preface Literacy, Discourse, and Power What Is Literacy? by James Paul Gee Discourses of Power, the Dialectics of Understanding, the Power of Literacy by Adrian T. Bennett The Struggle for Voice: Narrative, Literacy and Consciousness in an East Harlem School by Michele Sola and Adrian T. Bennett Gimme Room: School Resistance, Attitude, and Access to Literacy by Perry Gilmore Multiple Ways of Constructing Reality The Narrativization of Experience in Oral Style by James Paul Gee Hearing the Connections in Children's Oral and Written Discourse by Sarah Michaels Discourse Systems and Aspirin Bottles: On Literacy by James Paul Gee The Politics of Reading and Writing The Importance of the Act of Reading by Paolo Friere The Politics of an Emancipatory Literacy in Cape Verde by Donaldo P. Macedo Tropics of Literacy by Linda Brodkey The Construction of School Knowledge: A Case Study by Jan Nespor Benjamin's Story by Jonathan Kozol Petra: Learning to Read at 45 by Pat Rigg Literacy, History, and Ideology How Illiteracy Became a Problem (and Literacy Stopped Being One by James Donald Hegomonic Practice: Literacy and Standard Language in Public Education by James Collins Popular Literacy and the Roots of the New Writing by John Wilinsky Index

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References

1981The Psychology of Literacy 1984Literary Theory: An Introduction 2017On Understanding Grammar 1983Language and Social Identity

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1998Science for All, Including Students From Non-English-Language Backgrounds 2009Developing a multi‐year learning progression for carbon cycling in socio‐ecological systems 2002Telling Stories About School: Using Critical Race and Latino Critical Theories to Document Latina/Latino Education and Resistance 1995The New Narrative Research in Education 1993Task Engagement and Conceptual Change in Middle School Science Classrooms 2006Intertextuality in Read-Alouds of Integrated Science-Literacy Units in Urban Primary Classrooms: Opportunities for the Development of Thought and Language 2007Urban primary‐grade children think and talk science: Curricular and instructional practices that nurture participation and argumentation 2014Why Is This So Hard?: Ideologies of Endangerment, Passive Language Learning Approaches, and Ojibwe in the United States

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