Reconfiguring the past and the present: Performing literacy histories in a Johannesburg classroom

TESOL Quarterly

Volumn 32, Issue 3, 1998, Pages 517-528

  Stein, Pippa ^a  

^a UNIVERSITY OF THE WITWATERSRAND   (South Africa)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33748062820     PISSN: 00398322     EISSN: 15457249     Source Type: Journal    
DOI: 10.2307/3588122     Document Type: Review

References (29)

1. Barton, D. (1991). The social nature of writing. In D. Barton & R. Ivanic (Eds.), Writing in the Community (p. 5). London: Sage.
2. Barton, D. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell.
3. Bateson, G. (1955). A theory of play and fantasy. Psychiatric Reports, 2, 39-51.
4. Benjamin, W. (1992). Illuminations. London: Fontana Press.
5. Brady, E. M. (1990). Redeemed from time: Learning through autobiography. Adult Education Quarterly, 41, 43-52.
6. Brink, A. (1998). Stories of history: Reimagining the past in post-apartheid narrative. In S. Nuttall & C. Coetzee (Eds.), Negotiating the past: The making of memory in South Africa (pp. 29-43). Cape Town, South Africa: Oxford University Press.
7. Charlewood, L. (1996). Using autobiography to facilitate adult literacy learners' personal writings. Unpublished honours essay, University of the Witwatersrand, Johannesburg, South Africa.
8. Clandinin, D. J. (1986). Classroom practice: Teacher images in action. London: Falmer Press.
9. Connelly, M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.
10. Evans, M. (1993). Reading lives: How the personal might be social. Sociology, 27, 5-13.
11. Gee, J. (1990). Social linguistics and literacies: Ideology in discourses. London: Falmer Press.
12. Graff, H. (1979). The literacy myth: Literacy and social structure in the nineteenth-century city. London: Academic Press.
13. Haarhof, D., & Pflaum, S. (1996, October). Once upon an education: Becoming a storied teacher. Paper presented at the Kenton Conference, Wilgespruit, Gauteng, South Africa.
14. Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge: Cambridge University Press.
15. Heath, S. B. (1993). Inner city life through drama: Imagining the language classroom. TESOL Quarterly, 27, 177-192.
16. Jackson, F., & Thompson, C. (1997, July). Literate life histories: Do they provide a reflective and empowering development experience for teachers? Paper presented at the English Teachers Connect Conference, Wits University, Johannesburg, South Africa.
17. Jacobs, U. U. (1992). Narrating the island: Robben Island in South African literature. Current Writing, 4(1), 73-84.
18. Kress, G. (1997). Before writing: Rethinking the paths to literacy. London: Routledge.
19. Ndebele, N. (1998). Memory, metaphor and the triumph of narrative. In S. Nuttall & C. Coetzee (Eds.), Negotiating the past: The making of memory in South Africa (pp. 19-28). Cape Town, South Africa: Oxford University Press.
20. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60-92.
21. Peirce, B. N., & Stein, P. (1995). Why the "monkeys passage" bombed: Tests, genres, and teaching. Harvard Educational Review, 65, 50-65.
22. Prinsloo, M., & Breier, M. (1996). The social uses of literacy. Cape Town, South Africa: Maskew Miller Longman.
23. Ribbens, J. (1993). Facts or fictions? Aspects of the use of autobiographical writing in undergraduate sociology. Sociology, 27, 81-92.
24. Scribner, S., & Cole, M. (1981). The psychology of literacy. Cambridge, MA: Harvard University Press.
25. Simon, R. L. (1992). Teaching against the grain. New York: Bergin & Garvey.
26. Stanley, L. (1993). On auto/biography in sociology. Sociology, 27, 41-52.
27. Street, B. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.
28. Street, B. (Ed.). (1993). Cross-cultural approaches to literacy. Cambridge: Cambridge University Press.
29. Street, B. (1995). Social literacies: Critical approaches to literacy in development, ethnography and education. London: Longman Group.