References
Aronowitz, S., & Giroux, H. (1991). Postmodern education: Politics, culture, & social criticism. Minneapolis: University of Minnesota Press.
Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents. Portsmouth, NH: Boynton/ Cook.
Au, K. (1993). Literacy instruction in multicultural settings. Orlando, FL: Harcourt Brace Jovanovich.
Bakhtin, M. M. (1981). The dialogic imagination. Austin: University of Texas Press. Bakhtin, M. M. (1984a). Problems of Dostoevsky’s poetics (C. Emerson, Trans.). Minneapolis: University of Minnesota Press.
Bakhtin, M. M. (1984b). Rabelais and his world (H. Iswolsky, Trans.). Bloomington: Indiana University Press.
Bakhtin, M. M. (1986). Speech genres and other late essays. Austin: University of Texas Press.
Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J.M. (1986). Women’s ways of knowing: The development of self, voice, and mind. New York: Basic Books. Berlin, J. (1988). Rhetoric and ideology in the writing class. College English, 50(5), 477-494.
Bernstein, R. (1992). The new constellation:The ethical-political horizons of modernity! postmodernity. Cambridge, MA: MIT Press.
Booth, W. (1984). Introduction. In M. M. Bakhtin, Problems of Dostoevsky’s poetics (pp. xiii-xxvii). (C. Emerson, Trans.). Minneapolis: University of Minnesota Press.
Booth, W. (1988). The company we keep: An ethics of fiction. Berkeley: University of California Press.
Bourdieu, P., & Passeron, J. C. (1977). Reproduction in education, society, and cul ture. London: Sage.
Bowles, S., & Gintis, H. (1976). Schooling in capitalist America. New York: Basic Books.
Bowles, S., & Gintis, H. (1987). Democracy and capitalism. New York: Basic Books. Bright, W. (1993). A coyote reader. Berkeley: University of California Press.
Britzman, D. (1991). Decentering discourses in teacher education: Or, the unleash- ing of unpopular things. Journal of Education, 173(3), 60–80.
Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
Burke, K. (1989). On symbols and society. Chicago: University of Chicago Press. Burke, P. (1978). Popular culture in early modern Europe. New York: New York University Press.
Calkins, L. M. (1986). The art of teaching writing. Portsmouth, NH: Heinemann. Calkins, L. M. (1991). Living between the lines. Portsmouth, NH: Heinemann.
Caspary, W. (1991). Ethical deliberation as dramatic rehearsal: John Dewey’s theory. Educational Theory, 41(2), 175-188.
Caspary, W. (1995). John Dewey as a comprehensive transformational theorist. Political Science Paper No. 278, Department of Political Science, Washington University in St. Louis.
Cazden, C. B. (1986). Classroom discourse. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.; pp. 432-463). New York: Macmillan.
Cazden, C. B. (1994). Foreword. In T. Lensmire, When children write: Critical re visions of the writing workshop (pp. vii-viii). New York: Teachers College Press. Clifford, P., Friesen, S., & Jardine, D. (1995). “Whatever happens to him happens to us”: Reading coyote reading the world. Paper presented at annual meeting of National Reading Conference, New Orleans. Available online at www.ucalgary.ca/-jardine.
Cohen, D. (1988). Teaching practice: Plus ça change…… In P. Jackson (Ed.), Contributing to educational change: Perspectives on research and practice (pp. 27-84). Berkeley, CA: McCutchan.
Collins, P. H. (1991). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. New York: Routledge.
Davies, B. (1993). Shards of glass: Children reading and writing beyond gendered identities. Cresskill, NJ: Hampton.
Delpit, L. (1995). Other people’s children. New York: New Press.
Derrida, J. (1977). Limited Inc ab c….In S. Weber & H. Sussman, Glyph 2 (pp. 162- 254). Baltimore: John Hopkins University Press.
Dewey, J. (1922). Human nature and conduct. New York: Henry Holt. Dewey, J. (1938). Experience and education. New York: Collier.
Dewey, J. (1951). Creative democracy-The task before us. In M. Fisch (Ed.), Classic American philosophers (pp. 389-394). New York: Appleton-Century-Crofts. (Original work published 1939)
Dewey, J. (1966). Democracy and education. New York: Free Press. (Original work published 1916)
Dewey, J. (1980). The school and society. Carbondale: Southern Illinois University Press. (Original work published 1899)
Dewey, J. (1989). Art as experience. InJ. Boydston (Ed.), John Dewey: The later works (Vol. 10). Carbondale: Southern Illinois University Press. (Original work published 1934)
Dressman, M. (1993). Lionizing lone wolves: The cultural Romantics of literacy workshops. Curriculum Inquiry, 23(3), 245-263.
Dyson, A. H. (1993). The social worlds of children learning to write in an urban pri mary school. New York: Teachers College Press.
Dyson, A.H. (1995). Writing children: Reinventing the development of childhood literacy. Written Communication, 12(1), 4-46.
Dyson, A. H. (1997). Writing superheroes: Contemporary childhood, popular culture, and classroom literacy. New York: Teachers College Press.
Elbow, P. (1973). Writing without teachers. London: Oxford University Press. Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297- 324.
Emerson, C. (1986). The outer word and inner speech: Bakhtin, Vygotsky, and the internalization of language. In G. S. Morson (Ed.), Bakhtin: Essays and dialogues on his work (pp. 21-40). Chicago: University of Chicago Press.
Enciso, P. (1992). Creating the story world: A case study of a young reader’s engagement strategies and stances. In J. Many & C. Cox (Eds.), Reader stance and literary understanding: Exploring the theories, research, and practice (pp. 75- 102). Norwood, NJ: Ablex.
Enciso, P. (1996). Why engagement in reading matters to Molly. Reading & Writing Quarterly, 12, 171-194.
Erickson, F., & Shultz, J. (1992). Student’s experience of the curriculum. In P. Jackson (Ed.), Handbook of research on curriculum (pp. 465-485). New York: Macmillan.
Field, J., & Jardine, D. (1994). “Bad examples” as interpretive opportunities: On the need for whole language to own its shadow. Language Arts, 71, 258-263. Fish, S. (1995). Rhetoric. In F. Lentricchia & T. McLaughlin (Eds.), Critical terms for literary study (2nd ed.; pp. 203-222). Chicago: University of Chicago Press.
Flax, J. (1990). Thinking.fragments: Psychoanalysis, feminism and postmodernism in the contemporary West. Berkeley, CA: University of California Press.
Florio-Ruane, S. (1991). Instructional conversations in learning to write and learning to teach. In L. Idol & B. Jones (Eds.), Educational values and cognitive instruction: Implications for reform (pp. 365-386). New York: Erlbaum.
Foucault, M. (1977). Discipline and punish. New York: Pantheon.
Foucault, M. (1984). The Foucault reader (P. Rabinow, Ed.). New York: Pantheon. Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
Freire, P. (1985). The politics of education: Culture, power and liberation. South Hadley, MA: Bergin and Garvey.
Gardiner, M. (1992). The dialogics of critique: M. M. Bakhtin and the theory of ideology. London/New York: Routledge.
Garrison, J. (1995). Deweyan prophetic pragmatism, poetry, and the education oferos. American Journal of Education, 103, 406-431.
Garrison, J. (1997). Dewey and eros:Wisdom and desire in the art of teaching. New York: Teachers College Press.
Gilbert, P. (1989a). Student text as pedagogical text. In S. deCastell, A. Luke, & C. Luke (Eds.), Language, authority and criticism: Readings on the school textbook (pp. 195-202). London: Falmer Press.
Gilbert, P. (1989b). Schooling, writing and deconstruction: From voice to text in the classroom. London: Routledge & Kegan Paul.
Gilbert, P. (1994). Authorizing disadvantage: Authorship and creativity in the language classroom. In B. Stierer & J. Maybin (Eds.), Language, literacy and learning in educational practice (pp. 258-276). Clevedon, England: Multilingual Matters.
Gilyard, K. (1991). Voices of the self: A study of language competence. Detroit: Wayne State University Press.
Giroux, H. (1986). Radical pedagogy and the politics of student voice. Interchange, 17(1), 48-69.
Giroux, H. (1987). Critical literacy and student empowerment: Donald Graves’ approach to literacy. Language Arts, 64(2), 175-181.
Giroux, H. (1988). Literacy and the pedagogy of voice and political empowerment. Educational Theory, 38(1), 61-75.
Giroux, H. (1991). Cultural politics, reading formations, and the role of teachers as public intellectuals. In S. Aronowitz & H. Giroux, Postmodern education: Politics, culture, & social criticism (pp. 87-113). Minneapolis: University of Minnesota Press.
Giroux, H., & McLaren, P. (1986). Teacher education and the politics of engage ment: The case for democratic schooling. Harvard Educational Review, 56(3), 213-238.
Giroux, H., & McLaren, P. (Eds.). (1989). Critical pedagogy, the state, and cultural struggle. Albany, NY: SUNY Press.
Goethe, J. W. (1970). Italian journey. London: Penguin.
Graves, D. (1983). Writing: Teachers and children at work. Portsmouth, NH: Heinemann.
Graves, D. (1994). A fresh look at writing. Portsmouth, NH: Heinemann.
Graves, D., & Hansen, J. (1983). The author’s chair. Language Arts, 60(2), 176-183. Grimm, J., & Grimm, W. (1883). Household stories (L. Crane, Trans.). New York: R. Worthington.
Grumet, M. (1988). Bitter milk:Women and teaching. Amherst: University of Massachusetts Press.
Grumet, M. (1990). On daffodils—that come before the swallow dares. In E. Eisner & A. Peshkin (Eds.), Qualitative inquiry in education: The continuing debate (pp.101-120). New York: Teachers College Press.
Harris, J. (1987). The plural text/ the plural self: Roland Barthes and William Coles. College English, 49(2), 158-170.
Harris, J. (1989). The idea of community in the study of writing. College Composition and Communication, 40(1), 11-22.
Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge: Cambridge University Press.
Heilbrun, C. B. (1988). Writing a woman’s life. New York: Ballantine.
Henry, A. (1996). Five black women teachers critique child-centered pedagogy: Possibilities and limitations of oppositional standpoints. Curriculum Inquiry, 26, 363-384.
Henry, A. (1998). Taking back control: African Canadian women teachers’ lives and practice. Albany, NY: SUNY Press.
Hogan, D. (1990). Modes of discipline: Affective individualism and pedagogical reform in New England, 1820-1850. American Journal of Education, 99, 1-56. Holquist, M. (1990). Dialogism: Bakhtin and his world. London/New York: Routledge.
hooks, b. (1989). Talking back: Thinking feminist-thinking black. Boston: South End Press.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
Hymes, D. (1972). On communicative competence. InJ. B. Pride &J. Holmes (Eds.), Sociolinguistics: Selected readings (pp. 269-293). Baltimore, MD: Penguin.
Jackson, P. (1968). Life in classrooms. New York: Holt, Rinehart & Winston.
Jaggar, A. (1989). Love and knowledge: Emotion in feminist epistemology. In Jaggar & S. Bordo (Eds.), Gender/body/knowledge: Feminist reconstructions of being and knowing (pp. 145-171). New Brunswick, NJ: Rutgers University Press.
Johnson, J. W. (1928/1992). The dilemma of the Negro author. In G. Early (Ed.), Speech and power: The African-American essay and its cultural content from polemics to pulpit (pp. 92-97). Hopewell, NJ: Ecco.
Johnson, M. (1993). Moral imagination: Implications of cognitive science for ethics. Chicago: University of Chicago Press.
Joyce, J. (1976). A portrait of the artist as a young man. New York: Penguin. (Original work published 1916)
Karnberelis, G., & Scott, K. D. (1992). Other people’s voices: The coarticulation of texts and subjectivities. Linguistics and Education, 4, 359-403.
Kamler, B. (1994). Lessons about language and gender. The Australian Journal of Language and Literacy, 17(2), 129-138.
LaCapra, D. (1983). Rethinking intellectual history: Texts, contexts, language. Ithaca, NY: Cornell University Press.
Lee, A. (1993). Whose geography? A feminist-poststructuralist critique of systemic ‘genre’-based accounts of literacy and curriculum. Social Semiotics, 3(1), 131- 156.
Lee, C. (1993). Signifying as a scaffold for literary interpretation: The pedagogical implications of an African American discourse genre. Urbana, IL: National Council of Teachers of English.
Lensmire, T. (1993). Following the child, socioanalysis and threats to community: Teacher response to children’s texts. Curriculum Inquiry, 23(3), 265-299.
Lensmire, T. (1994). When children write: Critical re-visions of the writing workshop. New York: Teachers College Press.
Lensmire, T., & Beals, D. (1994). Appropriating others’ words: Traces of literature and peer culture in a third grader’s writing. Language in Society, 23(3), 411- 426.
Lensmire, T., & Price, J. (1998). (Com)Promising pleasures, (Im)Mutable masculinities. Language Arts, 76(2), 130-134.
Lewis, M. (1993). Without a word: Teaching beyond women’s silence. New York/London: Routledge.
Lewis, M., & Simon, R. (1986). A discourse not intended for her: Teaching and learning within patriarchy. Harvard Educational Review, 56(4), 457-472.
Lofty, J. (1992). Time to write: The influence of time and culture on learning to write. Albany, NY: SUNY Press.
Marx, K. (1978). The Marx-Engels Reader (R. Tucker, Ed.). New York/London:
Norton. (Original work published 1867)
McCarthey, S. (1994). Opportunities and risks of writing from personal experiences. Language Arts, 71(3), 182-191.
McDermott, R. (1988). Inarticulateness. In D. Tannen (Ed.), Linguistics in context: Connecting observation and understanding (pp. 37-67). Norwood, NJ: Ablex. McLaren, P. (1994). Life in schools: An introduction to critical pedagogy in the foundations of education (2nd ed.). New York: Longman.
Michaels, S. (1981). “Sharing time”: Children’s narrative styles and differential access to literacy. Language in Society, 10, 423-442.
Miller, J. H. (1995). Narrative. In F. Lentricchia & T. McLaughlin (Eds.), Critical terms for literary study (2nd ed.; pp. 66-79). Chicago: University of Chicago Press.
Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31, 132-141.
Morrison, T. (1992). Playing in the dark:Whiteness and the literary imagination. Cambridge: Harvard University Press.
Morson, G. S., & Emerson, C. (1990). Mikhail Bakhtin: Creation of a prosaics. Stanford, CA: Stanford University Press.
Murphy, A. (1989). Transference and resistance in the basic writing classroom: Problematics and praxis. College Composition and Communication,40, 175-187. Murray, D. (1979). The listening eye: Reflections on the writing conference. College English, 41(1), 13-18.
Murray, D. (1985). A writer teaches writing. Boston: Houghton Mifflin.
Oates, J. C. (1990). Because it is bitter, and because it is my heart. New York: Dutton. Oates, J.C. (1994). Foxfire: Confessions of a girl gang. New York: Plume.
O’Connor, T. (1989). Cultural voice and strategies for multicultural education. Journal of Education, 171(2), 57-74.
Power, B. (1995). Bearing walls and writing workshops. Language Arts, 72, 482-488. Richardson, P. (1991). Language as personal resource and as social construct: Competing views of literacy pedagogy in Australia. Educational Review, 43(2), 171-189.
Scholes, R. E. (1985). Textual power: Literary theory and the teaching of English. New Haven, CT: Yale University Press.
Simon, R. (1987). Empowerment as a pedagogy of possibility. Language Arts, 64(4), 370-381.
Soliday, M. (1994). Translating self and difference through literacy narratives. College English, 56(5), 511-526.
Stallybrass, P., & White, A. (1986). The politics and poetics of transgression. Ithaca, NY: Cornell University Press.
Staten, H. (1984). Wittenstein and Derrida. Lincoln: University of Nebraska Press. Taylor, C. (1994). The politics of recognition. In A. Gutman (Ed.), Multiculturalism: Examining the politics of recognition (pp. 25-73). Princeton, NJ: Princeton University Press.
Thoreau, H. (1960). Walden. New York: New American Library. (Original work published 1854)
Thome, B. (1986). Girls and boys together … but mostly apart: Gender arrangements in elementary schools. In W. Hartup & Z. Rubin (Eds.), Relationships and development (pp. 167-184). Hillsdale, NJ: Erlbaum.
Threadgold, T. (1988). The genre debate. Southern Review, 21, 315-330.
Toulmin, S. (1990). Cosmopolis: The hidden agenda of modernity. New York: Free Press. Ulichney, P., & Watson-Gageo, K. (1989). Interactions and authority: The dominant interpretative framework in writing conferences. Discourse Processes, 12, 309-328.
Vonnegut, K. (1973). Breakfast of champions. New York: Dell. Walkerdine, V. (1990). Schoolgirl fictions. London: Verso.
Weiler, K. (1988). Women teaching for change: Gender, class & power. New York: Bergin & Garvey.
Wertsch, J. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
West, C. (1989). The American evasion of philosophy: A genealogy of pragmatism. Madi son, WI: University of Wisconsin Press.
Willinsky, J. (1986). The romance of expression as art versus education. Paper presented as part of Concordia University Faculty of Fine Arts Graduate Studio Lecture Series.
Willinsky, J. (1990). The new literacy: Redefining reading and writing in the schools. New York: Routledge.
Willinsky, J. (1995). Learning to write: Gender, genre, play, and fiction. In J. Gaskell & J. Willinsky (Eds.), Gender in/forms curriculum: From enrichment to transformation (pp. 246-261). Toronto/New York: OISE/Teachers College Press.
Willis, P. (1977). Learning to labor. Lexington, MA: Heath.
Yancey, K. B. (Ed.). (1994). Voices on voice: Perspectives, definitions, inquin;. Urbana, IL: NCTE.
