Developing a sociocritical literacy in the third space

Reading Research Quarterly

Volumn 43, Issue 2, 2008, Pages 148-164

  Gutiérrez, Kris D ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 42549094853     PISSN: 00340553     EISSN: None     Source Type: Journal    
DOI: 10.1598/RRQ.43.2.3     Document Type: Article

References (79)

1. Appiah, K.A. (2006). Cosmopolitanism: Ethics in a world 0f strangers. New York: Norton.
2. Atkinson, J.M., & Heritage, J. (Eds.). (1984). Structures of social action: Studies in conversation analysis. Cambridge, England: Cambridge University Press.
3. Bell, D., Roach, P.B., & Sheets, G. (1994). The nation's invisible families: Living in the stream. Rural Educator, 15(3), 27-30.
4. Bhabha, H.K. (1994). The location of culture. London: Routledge.
5. Brown, A.L., Ash., D., Rutherford, M., Nakagawa, K., Gordon, A., & Campione, J.C. (1993). Distributed expertise in the classroom. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 188-228). Cambridge, England: Cambridge University Press.
6. Chaiklin, S. (2003). The zone of proximal development in Vygotsky's analysis of learning and instruction. In A. Kozulin, B. Gindis, V.S. Ageyev, & S.M. Miller (Eds.), Vygotsky's educational theory in cultural context (pp. 39-64). Cambridge, England: Cambridge University Press.
7. Cole, M. (1985). The zone of proximal development: Where culture and cognition create each other. In J.V. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 146-161). New York: Cambridge University Press.
8. Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
9. Cole, M., & Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1-46). Cambridge, England: Cambridge University Press.
10. Cole, M., & Griffin, P. (1980). Cultural amplifiers reconsidered. In D.R. Olson (Ed.), The social foundations of language and thought: Essays in honor of Jerome S. Bruner (pp. 343-364). New York: Norton.
11. Cole, M., & Griffin, P. (1986). A sociohistorical approach to remediation. In S. de Castell, A. Luke,&K. Egan(Eds),literacy,society,and schooling: A reader (pp. 110-131). Cambridge, England: Cambridge University Press.
12. Crenshaw, K., Gotanda, N., Peller, G., & Thomas, K. (Eds.). (1995). Critical race theory: The key writings that formed the movement. New York: New Press.
13. Crosland, K. (2004, April 13). Colorblind desegregation: Race neutral remedies as the new "equal opportunity". Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
14. Cruz, C. (2006). Testimonial narratives of queer street youth: Toward an epistemology of a brown body. Dissertation Abstracts International, 68(02). (University Microfilms No. 3251434)
15. Cruz, C. (2007, October 26). How much do you think this body's worth? Notes on bodies and street ethnography. Paper presented at the annual meeting of the American Educational Studies Association, Cleveland, OH.
16. Davydov, V.V. (1988a). The basic concepts of contemporary psychology [chapter 1, Problems oj developmental teaching]. Soviet Education, 30(8), 15-43.
17. Davydov, V.V. (1988b). Problems of the child's mental development [chapter 2, Problems oj developmental teaching]. Soviet Education, 30(8), 44-97.
18. Davydov, V.V. (1988c). Learning activity in the younger school age period [chapter 5, Problems oj developmental teaching]. Soviet Education, 30(9), 3-47.
19. Davydov, V.V. (1988d). The mental development of younger schoolchildren in the process of learning activity [chapter 6, Problems of developmental teaching]. Soviet Education, 30(9), 48-83.
20. Davydov, V.V. (1988e). The mental development of younger schoolchildren in the process of learning activity (continued) [chapter 6, Problems oj developmental teaching]. Soviet Education, 30(10), 3-36.
21. Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki, Finland: Orienta-Konsultit Oy.
22. Engeström, Y. (1994). The working health center project: Materializing zones of proximal development in a network of organizational learning. In T. Kauppinen & M. Lahtonen (Eds.), Action research in Finland. Helsinki, Finland: Ministry of Labour.
23. Engeström, Y. (1996). Development as breaking away and opening up: A challenge to Vygotsky and Piaget. Swiss Journal of Psychology, 55, 126-132.
24. Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14, 133-156.
25. Engeström, Y. (2005). Developmental work research: Expanding activity theory in practice (Vol. 12). Berlin, Germany: Lehmanns Media.
26. Espinoza, M. (2003). UCLA Statewide Migrant Student Institute curriculum. Los Angeles: University of California, Los Angeles.
27. Espinoza, M. (2004). UCLA Statewide Migrant Student Institute curriculum. Los Angeles: University of California, Los Angeles.
28. Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury.
29. Freire, P. (1998). Teachers as cultural workers: Letters to those who dare teach (D.P. Macedo, D. Koike, & A. Oliveira, Trans.). Boulder, CO: Westview.
30. Gee, J.P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Taylor & Francis.
31. Goffman, E. (1961). Asylums: Essays on the social situation of mental patients and other inmates. Garden City, NY: Anchor.
32. Goodwin, C. (1995). Co-constructing meaning in conversations with an aphasic man. Research on Language and Social Interaction, 28, 233-260.
33. Goodwin, C. (2006). Human sociality as mutual orientation in a rich interactive environment: Multimodal utterances and pointing in aphasia. In N.J. Enfield & S.C. Levinson (Eds.), Roots of human sociality: Culture, cognition and interaction (pp. 97-125). Oxford, England: Berg.
34. Griffin, P., & Cole, M. (1984). Current activity for the future: The zo-ped. In B. Rogoff & J.V. Wertsch (Eds.), Children's learning in the "zone of proximal development": New directions jor child development (pp. 45-63). San Francisco: Jossey-Bass.
35. Griffin, P., & Cole, M. (1987). New technologies, basic skills, and the underside of education: What is to be done? In J.A. Langer (Ed.), Language, literacy, and culture: Issues oj society and schooling (pp. 199-231). Norwood, NJ: Ablex.
36. Gutiérrez, K. (1993, April). Scripts, counterscripts, and multiple scripts. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.
37. Gutiérrez, K. (1994, July). Scripts, counterscripts, and the construction oj context in literacy activities jor elementary school-aged Latino children: Perspectives on literacy, schooling and power. Paper presented at the XIII World Congress of Sociology, Bielefeld, Germany.
38. Gutiérrez, K. (1995, June). Script, counterscript, and underlije in the urban classroom: Constructing a Third Space. Paper presented at the Fourth International Literacy and Education Research Network Conference on Learning, Townsville, QLD, Australia.
39. Gutiérrez, K. (2002, November). Rethinking critical literacy in hard times: Critical literacy as transjormative social practice. Paper presented at the annual meeting of the National Council of Teachers of English, Atlanta, GA.
40. Gutiérrez, K. (2004). Literacy as laminated activity: Rethinking literacy for English learners. In J. Worthy, B. Maloch, J.V. Hoffman, D.L. Schallert, & C.M. Fairbanks (Eds.), 53rdyearbook oj the National Reading Conference (pp. 101-114). Oak Creek, WI: National Reading Conference.
41. Gutiérrez, K., Baquedano-López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6, 286-303.
42. Gutiérrez, K., Berlin, D., Crosland, K., & Razfar, A. (1999). Social organization of learning classroom observation protocol. Los Angeles: Center for the Study of Urban Literacies, Graduate School of Education and Information Studies, University of California, Los Angeles.
43. Gutiérrez, K., & Jaramillo, N.E. (2006). Looking for educational equity: The consequences of relying on Brown. In A. Ball (Ed.), With more deliberate speed: Achieving equity and excellence in education - Realizing the full potential of Brown v. Board of Education (Yearbook of the National Society for the Study of Education, Vol. 105, Issue 2, pp. 173-189). Malden, MA: Blackwell.
44. Gutiérrez, K., & Larson, J. (2007). Discussing expanded spaces for learning [Profiles and Perspectives]. Language Arts, 85, 69-77.
45. Gutiérrez, K., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19-25.
46. Gutiérrez, K.D., Rymes, B., & Larson, J. (1995). Script, counterscript, and underlife in the classroom: James Brown versus Brown v. Board of Education. Harvard Educational Review, 65, 445-471.
47. Hamilton, M. (1997). Keeping alive alternative visions. In J.-P. Hautecoeur (Ed.), Alpha 97: Basic education and institutional environments (P. Sutton, Trans.). Hamburg, Germany: UNESCO Institute for Education.
48. Huang, G. (1993). Health problems among migrant farmworkers' children in the U.S. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. (ERIC Document Reproduction Service No. ED357907)
49. Jaramillo, N. (2007). Nepantla pedagogy: Unpacking urban schools and social dramas from the standpoint of Las Madres of Mirasur. Unpublished doctoral dissertation, University of California, Los Angeles.
50. Kulick, D., & Stroud, C. (1993). Conceptions and uses of literacy in a Papua New Guinean village. In B.V. Street (Ed.), Cross-cultural approaches to literacy (pp. 30-61). Cambridge, England: Cambridge University Press.
51. Laboratory of Comparative Human Cognition. (1983). Culture and cognition. In P.H. Mussen (Ed.), Handbook oj child psychology: Vol. 1. History, theory, and methods (pp. 295-355). New York: Wiley.
52. Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
53. Luke, A. (2003). After the marketplace: Evidence, social science and educational research. The Australian Educational Researcher, 9(2), 87-108.
54. Matusov, E. (1996). Intersubjectivity without agreement. Mind, Culture, and Activity, 3, 25-45.
55. Moje, E.B., Ciechanowski, K.M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and Discourse. Reading Research Quarterly, 39, 38-70.
56. Moll, L.C. (1990). Introduction. In L.C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 1-27). New York: Cambridge University Press.
57. Moll, L.C., & Greenberg, J.B. (1990). Creating zones of possibilities: Combining social contexts for instruction. In L.C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 319-348). New York: Cambridge University Press.
58. Mun̄oz, C., Jr. (1989). Youth, identity, power: The Chicano movement. New York: Verso.
59. Nicolopoulou, A., & Cole, M. (1993). Generation and transmission of shared knowledge in the culture of collaborative learning: The fifth dimension, its play-world, and its institutional context. In E.A. Forman, N. Minick, & C.A. Stone (Eds.), Contexts for learning: soci-ocultural dynamics in children's development (pp. 283-314). New York: Oxford University Press.
60. Nunez, A., & Jaramillo, N. (2004). Evaluation report: The effects of the UCLA Migrant Student Leadership Institute on students' college-going trajectories. Los Angeles: Center for the Study of Urban Literacies, Graduate School of Education and Information Studies, University of California, Los Angeles.
61. Ochs, E., Schegloff, E.A., & Thompson, S.A. (1996). Interaction and grammar. Cambridge, England: Cambridge University Press.
62. Oregon Health & Science University. (2001). Reducing pesticide exposure in minority families. Retrieved February 8, 2008, from www.ohsu.edu/croet/aghealth/family.html
63. Scollon, R., & Scollon, S.W. (2003). Discourses in place: Language in the material world. London: Routledge.
64. Scribner, S. (1990). Reflections on a model. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 22, 90-94.
65. Soja, E.W. (1996). Thirdspace: Journeys to Los Angeles and other real-and-imagined places. Malden, MA: Blackwell.
66. Stoll, D. (1999). Rigoberta Menchu̇ and the story of all poor Guatemalans. Boulder, CO: Westview.
67. Street, B.V. (2005). Introduction: New literacy studies and literacies across educational contexts. In B.V. Street (Ed.), Literacies across educational contexts: Mediating learning and teaching (pp. 1-21). Philadelphia: Caslon.
68. Tuomi-Grōhn, T. (2003). Developmental transfer as a goal of internship in practical nursing. In T. Tuomi-Gröhn & Y. Engeström (Eds.), Between school and work: New perspectives on transfer and boundary-crossing (pp. 199-232). Amsterdam: Pergamon.
69. Tuomi-Grōhn, T., & Engestrom, Y. (2003). Between school and work New perspectives on transfer and boundary-crossing. Amsterdam: Pergamon.
70. Tuomi-Gröhn, T., & Engeström, Y., & Young, M. (2003). From transfer to boundary-crossing between school and work as a tool for developing vocational education: An introduction. In T. Tuomi-Gröhn & Y. Engeström (Eds.), Between school and work: New perspectives on transfer and boundary-crossing (pp. 1-15). Amsterdam: Pergamon.
71. United Nations Development Programme. (2001). Human development report 2001: Making new technologies work for human development. New York: Oxford University Press. Retrieved December 28, 2007, from hdr.undp.org/en/reports/ global/hdr2001/
72. Vasquez, O.A. (2003). La clase mágica: Imagining optimal possibilities in a bilingual community of learners. Mahwah, NJ: Erlbaum.
73. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Cambridge, MA: Harvard University Press.
74. Wells, G. (1999). Dialogic inquiry: Toward a sociocultural practice and theory of education. Cambridge, England: Cambridge University Press.
75. Anzaldúa, G. (1987). How to tame a wild tongue. In Borderlands/La frontera: The new mestiza (pp. 53-59). San Francisco: Aunt Lute.
76. Castillo, A. (1994). A countryless woman. In Massacre of the dreamers: Essays on Xicanisma (pp. 21-43). Albuquerque, NM: University of New Mexico Press.
77. Galeano, E. (1997). Open veins of Latin America: Five centuries of the pillage of a continent (C. Belfrage, Trans.). New York: Monthly Review.
78. Inda, J.X. (2002). Biopower, reproduction, and the migrant woman's body. In A.J. Aldama & N.H. Quiñonez (Eds.), Decolonial voices: Chicana and Chicano cultural studies in the 21st century (pp. 98-112). Bloomington: Indiana University Press.
79. Mills, C.W. (1967). The sociological imagination. New York: Oxford University Press. (Original work published 1959)