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Chapter 2 Further Reading

Page history last edited by Richard Beach 1 year, 10 months ago

Beach, R., Appleman, D., Fecho, B., & Simon, R. (2016). Teaching literature to adolescents, 3rd. ed. New York: Routledge.

 

Beach, R., Campano, G., Edmiston, B., Borgmann, M. (2010). Literacy tools in the classroom: Teaching through critical inquiry, Grades 5-12. New York: Teachers College Press.

 

Beach, R., & Doerr-Stevens, C. (2011). Using social networking for online role-plays to develop students’ argumentative strategies. Journal of Educational Computing Research, 45(2) 165-181.

 

Blackburn, M. V., & Clark, C. T.  (Eds.).  (2007).  Literacy research for political action and social change.  New York: Peter Lang.

 

Boal, A. (1979). Theatre of the oppressed. Trans. Charles A. and Maria-Odilia Leal McBride. New York: TCG.

 

Boler, N. (1999). Feeling power: Emotions and education. New York: Routledge.

 

Bonilla-Silva, E. (2001). White supremacy and racism in the post-civil rights era. Boulder, CO: Lynne Rienner.

 

Brodkin, K.  (2007).  Making democracy matter: Identity and activism in Los Angeles.  New Brunswick, NJ: Rutgers University Press.

 

Cammarota, J., & Fine, M. (2008). Revolutionizing education: Youth participatory action research in motion. New York, NY: Routledge, Taylor & Francis Group.

 

Davis, K. A., Zorwick, M. L. W., Roland, J., & Wade, M. M. (Eds.). (2016). Using debate in the classroom encouraging critical thinking, communication, and collaboration. New York: Routledge.

 

Davis, S., Ferholt, B., Grainger-Clemson, H., Jansson, S., & Marjanovic-Shane, A. (Eds.).  Dramatic interactions in education: Vygotskian and sociocultural approaches to drama, education and research . New York: Bloomsbury Publishing.

 

Delgado, R., & Stefancic, J.  (2001). Critical race theory: An introduction.  New York: New York University Press.

 

Edmiston, B. (2014).  Transforming teaching and learning with active and dramatic approaches: Engaging students across the curriculum. New York: Routledge.

 

Gee, G. P. (2008). Sociolinguistics and literacy: Ideology in discourse. New York: Routledge.

 

Grindon, K. (2014). Advocacy at the core: Inquiry and empowerment in the time of Common Core State Standards. Language Arts, 91(4), 251-266.

 

Hodge, E. M., . Benko, S. L., &  Salloum, S. J. (2020). Tracing states’ messages about Common Core instruction: An analysis of English/Language Arts and close reading resources. Teachers College Record, 122(3).

 

Interconnections: Understanding Systems Through Digital Design: Book series, National Writing Project


Fecho, B., & Clifton, J. (2017). Dialoguing across cultures, identities, and learning: Crosscurrents and complexities in literacy classrooms
. New York: Routledge 

 

Ferreira, A. (2014). Negotiating Afrikaner subjectivity from the post-apartheid margins: One student’s subject positions in the discursively constructed classroom space at an elite English high school. English Teaching: Practice and Critique, 13(3).

 

Janks, H. (2014). Doing critical literacy: Texts and activities for students and teachers. New York: Routledge.

 

Hall, L. A. (2012). Rewriting identities: Creating spaces for students and teachers to challenge the norms of what it means to be a reader in school. Journal of Adolescent and Adult Literacy, 55, 368-373.

 

Harris, A. & Sinclair, C. (2014). Critical play: Embodied research for social change. Amsterdam: Sense Publishers.

 

Kehoe, I. (2015). The cost of performance? Students' learning about acting as change agents in their schools. Discourse: Studies in the Cultural Politics of Education, 36(1), 106-199.  

 

Leander, K., & Rowe, D. (2006). Mapping literacy spaces in motion: A rhizomatic analysis of a classroom literacy performance. Reading Research Quarterly, 41(4), 428–460.

 

Lee, E. M., & LaDousa, C. (Eds.). (2015). College students’ experiences of power and marginality: Sharing spaces and negotiating differences. New York: Routledge.

 

Lewis, C., & Causey, L. (in press). Critical engagement through digital media production: A nexus of practice. In E. Morrell & L. Scherff (Eds.), English Education for the 21st century: Teaching, teacher education, research, assessment, and advocacy.

 

Lewis, C., & Tierney, J. D.  (2013).  Mobilizing emotion in an urban classroom: Producing identities and transforming signs in a race-related discussion. Linguistics and Education

 

Lewis, C., & Tierney, J. D. (2011). Mobilizing emotion in an urban English classroom.  Changing English: Studies in Culture and Education, 18(3), 319-329.

 

Lewis, C., Enciso, P., & Moje, E. B. (Eds.). (2007). Reframing sociocultural research on literacy: Identity, agency, and power. New York: Routledge.

 

Lindquist, J. (2004). Class affects, classroom affectations: Working through the paradoxes of strategic empathy. College English, 67, 187–209.

 

McCarthy, C., Crichlow, W., Dimitriadis, G., & Dolby, N. (Eds.).  (2005).  Race, identity, and representation in education.  New York: Routledge.

 

McDermott, M.  (2006). Working-class white: The making and unmaking of race relations.  Berkeley, CA: University of California Press.

 

Micciche, L. (2007). Doing emotion: Rhetoric, writing, teaching. Portsmouth, NH: Heinemann.

 

Misson, R. & Morgan W. (2006). Critical literacy and the aesthetic: Transforming the English classroom. Urbana, IL: National Council of Teachers of English.

 

Mohanty, S. P., Alcoff, L. M., Hames-Garcia, M., & Moya, P. M. L. (Eds.).  (2005).  Identity politics reconsidered.  New York:  Palgrave Macmillan.

 

Morrell, E. (2004). Becoming critical researchers: Literacy and empowerment for urban youth. New York: Peter Lang Publishing.

 

Morrell, E. (2008). Critical literacy and urban youth: Pedagogies of access, dissent and liberation. New York: Routledge.

 

Moses, C.  (2000).  Dissenting fictions: Identity and resistance in the contemporary American novel.  New York: Garland.

 

Moya, P. M. L., & Hames-García, M. R.  (Eds.).  (2000).  Reclaiming identity: realist theory and the predicament of postmodernism. University of California Press.

 

Moya, P. M. L.  (2002).  Learning from experience: Minority identities, multicultural struggles.  Berkeley, CA: University of California Press.

 

Newkirk, T. (2016). Unbalanced literacy: Reflections on the Common Core. Language Arts

 

Norris, S. (2011). Identity in (inter)action: Introducing multimodal (inter)action analysis. Germany: De Gruyter Mouton.

 

O’Loughlin, M. (2006). Embodiment and education: Exploring creatural existence. Dordrecht, Netherlands: Springer.

 

Perry, M., & Medina, C. (2011). Embodiment and performance in pedagogy research: Investigating the possibility of the body in curriculum experience.  Journal of Curriculum Theorizing, 27, 62–75.

 

Perry, P. (2002).  Shades of White: White kids and racial identities in high school.  Durham, NC: Duke University Press.

 

Putnam, R. (2015). Our kids: American dream in crisis. New York: Simon & Schuster.

 

Puvirajah, A. & Calandra, B. (2015). Embodied experiences in virtual worlds role-play as a conduit for novice teacher identity exploration: A case study. Identity: An International Journal of Theory and Research, 15, 23-47.

 

Roediger, D. R.  (2006).  Working toward Whiteness: How America's immigrants became white: the strange journey from Ellis Island to the suburbs. Perseus Books.

 

Roediger, D. R. (2002).  Colored white: Transcending the racial past.  Berkeley, CA: University of California Press.

 

Sarroub, L. K.  (2005).  All American Yemeni girls: Being Muslin in a public school.  Philadelphia: University of Pennsylvania Press.

 

Sanchez, R. (2006). On critical realist theory of identity. In L. M. Alcoff, M. Hames-Garcia, S. P. Mohanty, & P. M. L. Moya (Eds.), Identity politics reconsidered (pp. 31-52). New York: Palgrave MacMillan.

 

Scollon, R. (2001). Mediated discourse: The nexus of practice. London: Routledge.

 

Sindic, D., Barreto, M., & Costa-Lopes, R. (Eds.).  (2015). Power and identity. New York: Psychology Press.

 

Slocum, A. (2014). Look what they said about us: Social positioning work of adolescent Appalachians in English class. English Teaching: Practice and Critique, 13(3).

 

Spencer, K. (2015). At New York Private Schools: Challenging White Privilege From the Inside. The New York Times.

 

Tampio, N. (2018). Common Core National Education standards and the threat to democracy. Baltimore: Johns Hopkins University Press.

 

Tanner, S. (2014). A youth participatory action research (YPAR), theatrical inquiry into Whiteness. Doctoral dissertation, University of Minnesota.

 

Thein, A. H., Guise, M., & Sloan, D. L. (2012). Exploring the significance of social class identity performance in the English classroom: A case study analysis of a literature circle discussion. English Education, 44(3), 215-253.

 

Trainor, J. S. (2008). The emotional power of racism: An ethnographic portrait of an all-white high school. College Composition and Communication, 60, 82–112.

 

VanDerPloe, L. (2012). Literacy for a better world: The promise of teaching in diverse classrooms. New York: Teachers College Press.

 

Wetherell, M. (2012). Affect and emotion: A new social science understanding. Los Angeles, CA: Sage.

 

Winn, M. T. (2011). Girl time: Literacy, justice, and the school-to-prison pipeline. New York: Teachers College Press.

 

Wissman, K. (2011). Rise up! Literacies, lived experiences and identities within an in-school other space. Research in the Teaching of English, 45, 405–438.

 

Wohlwend, K., & Lewis, C. (2010). Critical literacy, critical engagement, digital technology: Convergence and embodiment in global spheres. In D. Lapp, &  D. Fisher (Eds.), The handbook on teaching English and Language Arts (3rd ed., pp. 188–194). New York: Taylor & Francis.

 

 

 

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