Young children, social issues, and critical literacy: Stories of teachers and researchers

YC Young Children

Volumn 62, Issue 1, 2007, Pages 73-81

  Chafel, Judith A ^a   Flint, Amy Seely ^b   Hammel, Jane ^c   Pomeroy, Kathleen Harpole ^d  

^a INDIANA UNIVERSITY   (United States)

^b GEORGIA STATE UNIVERSITY   (United States)

^c Templeton Elementary School   (United States)

^d Tri State University   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 38749135438     PISSN: 15386619     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (17)

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2. Chafel, J. 1995. Children's conceptions of poverty. In Advances in early education and day care, vol. 7, ed. S. Reifel, 27-57. Greenwich, CT: JAI Press.
3. Chafel, J., & C. Neitzel. 2004. Young children's ideas about poverty: Gender, race, socioeconomic status, and setting differences. In Advances in early education and day care, vol. 13, ed. S. Reifel. Greenwich, CT: JAI Press.
4. Cox, C., & J. Many. 1992. Stance towards a literary work: Applying the transactional theory to children's responses. Reading Psychology: An International Quarterly 13: 37-72.
5. Hammel, J. 2003. A critical literacy Journey. School Talk 8 (4): 3.
6. Harste, J. 2001. What education as inquiry is and isn't. In Critiquing whole language and classroom inquiry, ed. S. Boran &B. Comber, 1-17. Urbana, IL: National Council of Teachers of English.
7. Karnlol, R. 1985. Children's causal scripts and derogation of the poor: An attributlonal analysis. Journal of Personality and Social Psychology 48: 791-98.
8. Lewison, M., A. Flint, & K. Van Sluys. 2002. Taking on critical literacy: The journey of newcomers and novices. Language Arts 79: 382-92.
9. National Center for Children in Poverty. 2006. Basic facts about low-Income children: Birth to age six. Online: www.nccp.org/pub_ycp06.html.
10. O'Brien, J. 2001. "I knew that already": How children's books limit inquiry. In Critiquing whole language and classroom inquiry, ed. B. Comber & S. Boran, 142-68. Urbana, IL: National Council of Teachers of English.
11. Quintero, E. 2004. Will I lose a tooth? Will I learn to read? Problem posing with multicultural children's literature. Young Children 59 (3): 56-62.
12. Rosenblatt, L. 1995. Literature as exploration. New York: The Modern Language Association of America.
13. Vasquez, V. 2001a. Classroom inquiry into the incidental unfolding of social justice issues: Seeking out possibilities in the lives of learners. In Critiquing whole language and classroom inquiry, ed. B. Comber & S. Boran, 200-15. Urbana, IL: National Council of Teachers of English.
14. Vasquez, V. 2001b. Constructing a critical curriculum with young children. In Negotiating critical literacies in classrooms, ed. B. Comber & A. Simpson, 55-68. Mahwah, NJ: Erlbaum.
15. White, C. 2001. Examining poverty and literacy in our schools: Janice's story. In Critiquing whole language and classroom, ed. B. Comber & S. Boran, 169-99. Urbana, IL: National Council of Teachers of English.
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17. Woods, J. 2005. Moses's story: Critical literacy and social justice in an urban kindergarten. Voices of Practitioners Online: http://journal. naeyc.org/btj/vp.