Journal Article10.1111/1467-9817.00146
High school students' literacy practices and identities, and the figured world of school
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TL;DR: This paper found that students use their literacy practices to form their identities within, and sometimes in opposition to, the figured worlds of school, work and family, and that many students look to school to provide formal literacy experiences, but find their reading and writing passions at odds with the demands of the school curriculum.
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Abstract: Conventional wisdom holds that American teenagers do not read or write ‐ that they are a media-driven group who prefer movies, television and playing video games. Ethnographic data gathered in the High School Literacy Project, a study of four North Carolina high schools, showed a far different picture of teenage literacy. This paper reports on partial findings of the larger study and argues that students use their literacy practices to form their identities within, and sometimes in opposition to, the figured worlds of school, work and family. Many students look to school to provide formal literacy experiences, but find their reading and writing passions at odds with the demands of the school curriculum.
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Citations
General, special and … inclusive: Refiguring professional identities in a collaboratively taught classroom
TL;DR: In this paper, the authors use the framework of figured world to examine the practice of one special educator, who assumed both subordinate and lead positions within a collaborative teaching team, initiating a trajectory of change that extended to out-of-classroom spaces.
Capturing urban student voices in the creation of a science mini‐documentary
TL;DR: This article examined the voices of two seventh grade boys from a low-income urban community as they worked together in an after-school program to create a student-directed video documentary about science, and found that these students used their voices to construct identities that they cared about in school, by reconstructing some aspects of their school identity that did not match who they aspired to be, as well as by gaining new resources to enact their desired identities.
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Academic engagement and agency in multilingual middle year classrooms
Michell
- 01 Jan 2012
TL;DR: The authors explored understandings about the active, socio-cultural nature of student engagement in classroom interaction with particular reference to the following questions: 1. What is the nature of and relationship between academic engagement and agency in multilingual classrooms? What are the role of affect in learner engagement, and how do they develop over time?What are their sources, objects, dynamics and effects?
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How working class kids get working class jobs
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Identity and Agency in Cultural Worlds
Dorothy Holland
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TL;DR: A practice theory of self and identity has been proposed in this paper, where the authors place identity and agency on the Shoulders of Bakhtin and Vygotsky and describe the space of authoring.
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David Barton,Mary Hamilton +1 more
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TL;DR: Local Literacies as mentioned in this paper is a detailed study of the role of reading and writing in people's everyday lives, focusing on a selection of people in a particular community in Lancaster, England, the authors analyse how they use literacy in their day-to-day lives.
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