References
Applebee, A. N. (1981). Writing in the secondary school: English and the content areas. Urbana, IL: National Council of Teachers of English.
Applebee, A. N. (1986). Problems in process approaches: Toward a reconceptualization of process instruction. In A. Petrosky & D. Bartholomae (Eds.), The teaching of writing (pp. 95-113). Chicago: University of Chicago.
Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents. Portsmouth, NH: Boynton/Cook.
Bakhtin, M. M. (1981). The dialogic imagination. Austin: University of Texas.
Bakhtin, M. M. (1986). Speech genres and other late essays. Austin: University of Texas.
Barnes, D., & Barnes, D. (1984). Versions of English. London: Heinemann.
Barthes, R. (1974). S/Z. New York: Farrar, Strauss and Giroux.
Benhabib, S. (1992). Situating the self: Gender, community and postmodernism in contemporary ethics. New York: Routledge.
Bereiter, C., & Scardamalia, M. (1982). From conversation to composition: The role of instruction in a developmental process. In R. Glasser (Ed.), Advances in instructional psychology (Vol. 2, pp. 1-64). Hillsdale, NJ: Erlbaum.
Berlin, J. (1988). Rhetoric and ideology in the writing class. College English, 50(5), 477-494.
Bernstein, R. J. (1988). Pragmatism, pluralism, and the healing of wounds. American Philosophical Association Proceedings, 63(3), 5-18.
Berthoff, A. (1987). From dialogue to dialectic to dialogue. In D. Goswami & P. R. Stillman (Eds.), Reclaiming the classroom: Teacher research as an agency for change (pp. 75-86). Portsmouth, NH: Heinemann.
Besley, C. (1986). The romantic construction of the unconscious. In F. Barker, P. Hulme, M. Iverson, & D. Loxley (Eds.), Literature, politics and theory (pp. 57- 76). London: Methuen.
Bissex, G., & Bullock, R. (1987). Seeing for ourselves: Case study research by teachers of writing. Portsmouth, NH: Heinemann.
Bogdan, R. C., & Biklen, S. K. (1982). Qualitative research for education: An introduction to theory and methods. Boston: Allyn and Bacon.
Britton, J. (1978). The composing processes and the functions of writing. In C. R. Cooper & L. Odell (Eds.), Research on composing: Points of departure (pp. 13-28). Urbana, IL: National Council of Teachers of English.
Britton, J. (1982). Spectator role and the beginning of writing. In M. Nystrand (Ed.), What writers know: The language, process and structure of written discourse (pp. 149-169). New York: Academic.
Brooke, R. (1987). Lacan, transference, and writing instruction. College English, 49(6), 679-691.
Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University.
Burton, F. R. (1985). The reading-writing connection: A one year teacher-as-researcher study of third-fourth grade writers and their literary experiences. Unpublished doctoral dissertation, Ohio State University.
Calkins, L. M. (1983). Lessons from a child: On the teaching and learning of writing. Portsmouth, NH: Heinemann.
Calkins, L. M. (1986). The art of teaching writing. Portsmouth, NH: Heinemann .
Calkins, L. M. (1991). Living between the lines. Portsmouth, NH: Heinemann.
Carroll, J. (1988). The vulgar canon and its uses in the classroom. Paper presented at annual meeting of the Conference on College Composition and Communication, St. Louis, MO.
Cazden, C. B. (1986). Classroom discourse. In M. C. Winrock (Ed.), Handbook of research on teaching (3rd ed., pp. 432-463). New York: MacMillan.
Cherryholmes, C. (1988). Power and criticism: Poststructural investigations in education. New York: Teachers College.
Cherryholmes, C. (1990). Reading research. Unpublished manuscript.
Christensen, L. (1991). Unlearning the myths that bind us. Rethinking Schools, 5(4), 1-17.
Cochran-Smith, M. , & Lytle, S. L. (1990). Research on teaching and teacher research: The issues that divide. Educational Researcher, 19(2), 2-11 .
Connell, R. W. , Dowsett, G. W. , Kessler, S. , & Aschenden, D.J. (1982). Making the difference. Boston: Allen and Unwin.
Delpit, L. D. (1988). The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, 58(3), 280-298.
deMan, P. (1979). Allegories of reading: Figural language in Rousseau, Nietzsche, Rilke, and Proust. New Haven: Yale University.
Dewey, J. (1956). The child and the curriculum and The school and society. Chicago: University of Chicago.
Doyle, W. (1986). Content representation in teachers’ definitions of academic work. Journal of Curriculum Studies, 18( 4), 365- 379.
Dyson, A. H. (1989). Multiple worlds of child writers: Friends learning to write. New York: Teachers College.
Eagleton, T. (1983). Literary theory: An introduction. Minneapolis: University of Minnesota.
Eagleton, T. (1991). Ideology: An introduction. London: Verso.
Elbow, P. (1973). Writing without teachers. London: Oxford University.
Elbow, P. (1987). Closing my eyes as I speak: An argument for ignoring audience. College English, 49(1), 50-69.
Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook on research on teaching (3rd ed., pp. 119-161). New York: MacMillan.
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.
Everhart, R. B. (1983). Reading, writing and resistance: Adolescence and labor in a junior high school. Boston: Routledge & Kegan Paul.
Faigley, L. (1986). Competing theories of process: A critique and a proposal. College English, 48(6), 527-542.
Flax, J. (1990) . Thinking fragments: Psychoanalysis, feminism and postmodernism in the contemporary West. Berkeley, CA: University of California.
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.
Florio-Ruane, S. , & Dunn, S. (1985). Teaching writing: Some perennial questions and some possible answers (Occasional Paper No. 85). East Lansing, Ml: Institute for Research on Teaching, Michigan State University.
Florio-Ruane, S., & Lensmire, T. (1989). The role of instruction in learning to write . In J. Brophy (Ed .), Advances in research on teaching (pp. 73-103). Greenwich, CT: JAI.
Freedman, S. W. (1987). Peer response in two ninth-grade classrooms (Technical Report No. 12). Berkeley, CA: University of California, Center for the Study of Writing.
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.
Freire, P. , & Macedo, D. (1987). Literacy: Reading the word and the world. South Hadley, MA: Bergin and Garvey.
Gay, P. (1988). Freud: A life for our time. New York: W. W. Norton.
Gilbert, P. (1989). 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.
Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Cambridge, MA: Harvard University.
Giroux, H. (1988). Literacy and the pedagogy of voice and political empowerment. Educational Theory, 38(1), 61-75.
Giroux, H., & Simon, R. (1989). Popular culture and critical pedagogy: Everyday life as a basis for curriculum knowledge. In H. Giroux & P. McLaren (Eds.), Critical pedagogy, the state, and cultural struggle (pp. 236-252). New York: SUNY.
Glaser, B., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
Goodman, J. (1992). Elementary schooling for democracy. Albany, NY: SUNY.
Goswami, D., & Stillman, P. (1987). Reclaiming the classroom: Teacher research as an agency for change. Upper Montclair, NJ: Boynton/Cook.
Graves, D. (1981). Renters and owners: Donald Graves on writing. English Magazine, 8, 4-7.
Graves, D. (1983). Writing: Teachers and children at work. Portsmouth, NH: Heinemann.
Graves, D. , & Hansen, J. (1983). The author’s chair. Language Arts, 60(2), 176-83.
Grumet, M. R. (1988) . Bitter milk: Women and teaching. Amherst: University of Massachusetts.
Habermas, J. (1970). Toward a theory of communicative competence. In H. P. Dreitzel (Ed.), Recent sociology no. 2: Patterns of communicative behavior (pp. 115- 148). New York: Macmillan.
Habermas, J. (1984). The theory of communicative action: Reason and the rationality of society (vol. 1). (T. McCarthy, Trans.). Boston: Beacon.
Habermas, J. (1987). The theory of communicative action: Lifeworld and system: A critique of functionalist reason (vol. 2). (T. McCarthy, Trans.). Boston: Beacon.
Hairston, M. (1982). The winds of change: Thomas Kuhn and the revolution in the teaching of writing. College Composition and Communication, 33(1), 76-88.
Hammersly, M. , & Atkinson, P. (1983). Ethnography: Principles in practice. London: Tavistock.
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.
Hirsch, E. D. (1987). Cultural literacy: What every American needs to know. Boston: Houghton Mifflin.
Hogan, D. (1989). Capitalism and conscience in the classroom: Social structure and pedagogy in ante-bellum New England. Unpublished manuscript.
Hogan, K. (1987). Breaking patterns. In G. L. Bissex & R. H. Bullock (Eds), Seeing for ourselves: Case study research by teachers of writing (pp. 173-181). Portsmouth, NH: Heinemann.
hooks, b. (1989). Talking back: Thinking feminist–thinking black. Boston: South Hadley.
Holland, D., W. Lachicotte, D. Skinner, and C. Cain. (1998). Identity and Agency in Cultural Worlds. Cambridge, MA: Harvard University Press.
Hulbert, M. (1987). Ideology, process and subjectivity: The role of hermeneutics in the writing conference. Paper presented at the annual meeting of the Conference on College Composition and Communication, Atlanta, GA.
Jacob, G. P. (1982). An ethnographic study of the writing conference: The degree of student involvement in the writing process. Dissertation Abstracts International, 43, 386A. (University Microfilms No. 8216050).
Koch, K. (1973). Rose, where did you get that red? New York: Vintage Books.
Kristeva, J. (1986). The Kristeva reader (T. Moi, Ed.). New York: Columbia University.
LaCapra, D. (1983). Rethinking intellectual history: texts, contexts, language. Ithaca, NY: Cornell University.
London, P. (1986). The modes and morals of psychotherapy (2nd ed.). Washington, DC: Hemisphere.
Martin, J. R. (1989). Factual writing: Exploring and challenging social reality. Oxford: Oxford University.
McCarthey, S. (1992). Risks and opportunities of writing from personal experience. Paper presented at the National Reading Conference, San Antonio, Texas.
McGee, P. (1987). Truth and resistance: Teaching as a form of analysis. College English, 49(6), 667-678.
McLaren, P. (1988). Culture or canon? Critical pedagogy and the politics of literacy. Harvard Educational Review, 58(2), 213-234.
McLeod, A. (1986). Critical literacy: Taking control of our own lives. Language Arts, 63(1), 37-50.
Mehan, H. (1979). Learning lessons. Cambridge, MA: Harvard University.
Mehan, H. (1982). The structure of classroom events and their consequences for student performance. In P. Gilmore and A. Glatthorn (Eds.), Children in and out of school: Ethnography and education (pp. 59-87). Washington, DC: Center for Applied Linguistics.
Michaels, S. (1981). “Sharing time”: Children’s narrative styles and differential access to literacy. Language in Society, 10, 423-442.
Michaels, S., Ulichney, P., & Watson-Gageo, K. (1986). Social processes and written products: Teacher expectations, writing conferences, and student texts. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
Miller, J. H. (1990). Narrative. In F. Lentricchia & T. McLaughlin (Eds.), Critical terms for literary study (pp. 66-79). Chicago: University of Chicago.
Murphy, A. (1989). Transference and resistance in the basic writing classroom: Problematics and praxis. College Composition and Communication, 40(2), 175-187.
Murray, D. (1968). A writer teaches writing: A practical method of teaching composition. Boston: Houghton Mifflin.
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.
Paley, V. (1989). White teacher. Cambridge, MA: Harvard University.
Paley, V. (1990). The boy who would be a helicopter. Cambridge, MA: Harvard University.
Pang, V. O. (1991). Teaching children about social issues: Kidpower. In C. Sleeter (Ed.), Empowerment through multicultural education (pp. 179-197). Albany, NY: SUNY.
Pechey, G. (1986). Bakhtin, Marxism and post-structuralism. In F. Barker, P. Hulme, M. Iverson, & D. Loxley (Eds.), Literature, politics and theory (pp. 104-125). London: Methuen.
Philips, S. (1983). The invisible culture: Communication in the classroom and community on the Warm Springs Indian Reservation. New York: Longman.
Rorty, R. (1989). Contingency, irony, and solidarity. Cambridge, MA: Harvard University.
Richards, P. (1986). Risk. In H. Becker, (Ed.) Writing for social scientists: How to start and finish your thesis, book or article (pp. 109-120). Chicago: University of Chicago.
Sacks, O. (1990). Neurology and the soul. The New York Review of Books, 37(18), 44-50.
Said, E. (1983). The world, the text, and the critic. Cambridge, MA: Harvard University.
Scholes, R. E. (1985). Textual power: Literary theory and the teaching of English. New Haven: Yale University.
Scholes, R. E. (1989). Protocols of Reading. New Haven: Yale University.
Schwartz, L. S. (1990). True confessions of a reader. Salamagundi, 88, 176-228.
Scollon, R. (1988). Storytelling, reading, and the micropolitics of literacy. In R. S. Baldwin (Ed.), Dialogues in literacy research (pp . 115-133). Chicago: National Reading Conference.
Shor, I. (1986). Cultural wars: School and society in the conservative restoration, 1969-1984. Boston: Routledge & Kegan Paul.
Simon, H. A. (1957). Models of man. New York: John Wiley.
Sollors, W. (1990). Ethnicity. In F. Lentricchia & T. McLaughlin (Eds.), Critical terms for literary study. Chicago: University of Chicago.
Temple, C., Nathan, R., Burris, N., & Temple, F. (1988). The beginnings of writing (2nd ed.). Boston: Allyn and Bacon.
Thoreau, H. (1960). Walden. New York: New American Library.
Thorne, B. (1986). Girls and boys together … but mostly apart: Gender arrangements in elementary schools. In W. Hargup & Z. Rubin (Eds.), Relationships and development (pp. 167-184). Hillsdale, NJ: Lawrence Erlbaum Associates.
Ulichney, P., & Watson-Gageo, K. (1989). Interactions and authority: The dominant interpretative framework in writing conferences. Discourse Processes, 12, 309-328.
Volosinov, V. (1973). Marxism and the philosophy of language. (L. Matejka & I.R. Titunik, Trans.). Cambridge, MA: Harvard University.
Volosinov, V. (1976). Freudianism: A Marxist critique. (I.R. Titunik, Trans.). New York: Academic.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University.
Vygotsky, L. S. (1979). The prehistory of written language. In M. Martlew (Ed.), The psychology of written language (pp. 105-119). Chichester: John Wiley and Sons.
Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 144-187). Armonk, NY: M. E. Sharpe.
Waller, W. (1932). The sociology of teaching. New York: Wiley.
Wertsch, J. V. (1979). From social interaction to higher psychological processes: A clarification and application of Vygotsky’s theory. Human Development, 22, 1- 22.
Wertsch, J. V. (1985). Vygotsky: the social formation of mind. Cambridge, MA: Harvard University.
West, C. (1989). The American evasion of philosophy: A genealogy of pragmatism. Madison, WI: University of Wisconsin.
Widdowson, H. G. (1975). Stylistics and the teaching of literature. London: Longman.
Williams, R. (1983). Culture and society: 1780-1950. New York: Columbia University.
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.
Willis, P. (1977). Learning to labor. Lexington, MA: Heath.
Young, R. (1990). A critical theory of education: Habermas and our children’s future. New York: Teachers College.