Constructing autonomous selves through narrative practices: A comparative study of working-class and middle-class families

Child Development

Volumn 69, Issue 3, 1998, Pages 833-847

  Wiley, Angela R ^a   Rose, Amanda J ^a   Burger, Lisa K ^a   Miller, Peggy J ^a  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0032373262     PISSN: 00093920     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1467-8624.1998.00833.x     Document Type: Article

References (8)

1. Bakeman, R., & Gottman, J. M. (1986). Observing interaction: An introduction to sequential analysis. Cambridge: Cambridge University Press.
2. Bauman, R. (1986). Story, performance, and event: Contextual studies of oral narrative. Cambridge: Cambridge University Press.
3. Blum-Kulka, S., & Snow, C. (1992). Developing autonomy for tellers, tales and telling in family narrative events. Journal of Narrative and Life History, 2, 187-217.
4. Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press.
5. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
6. Watson-Gego, K. A., & Gegeo, D. W. (1990). Shaping the mind and straightening out conflict: The discourse of Kwara'ae family counseling. In K. A. Watson-Gego & G. M. White (Eds.), Disentangling: Conflict discourse in Pacific societies (pp. 161-213). Stanford, CA: Stanford University Press.
7. Wiley, A. (1997). Religious affiliation as a source of variation in childrearing values and parental regulation of young children. Mind, Culture and Activity, 4, 86-107.
8. Williams, K. (1994). The socialization of literacy in black, middle class families. Unpublished doctoral dissertation, University of Chicago.