Hearing out children's narrative pathways to adulthood: Young people as interpreters of their own childhoods in diverging working-class scottish communities

Childhood

Volumn 16, Issue 3, 2009, Pages 335-353

  Cross, Beth ^a  

^a BISHOP GROSSETESTE UNIVERSITY   (United Kingdom)

Author keywords

Class; Educational transitions; Identities; Narrative; Participation

Indexed keywords

EID: 70449394211     PISSN: 09075682     EISSN: 14617013     Source Type: Journal    
DOI: 10.1177/0907568209335314     Document Type: Article

References (30)

1. Apple, M. (2006) Educating the 'Right' Way: Markets, Standards, God, and Inequality. New York: Routledge and Kegan Paul.
2. Bruner, J. (1986) Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press.
3. Buchanan, I. and A. Parr (eds) (2006) Deleuze and the Contemporary World. Edinburgh: University of Edinburgh Press.
4. Byrne, D. (1998) Complexity Theory and the Social Sciences. London: Routledge.
5. Christensen, C. and A. Prout (2002) Working with Ethical Symmetry in Social Research with Children, Childhood 9(4): 477-97.
6. Cooke, B. and U. Kothari (2001) Participation: The New Tyranny? London: Zed Books.
7. Cortazzi, M. (1993) Narrative Analysis. London: Falmer Press.
8. Cross, B. (2002) Children's Stories and Negotiated Identities: Bakhtin and Complexity in Upper Primary Classrooms in Jamaica and Scotland, unpublished PhD thesis, University of Edinburgh.
9. Cross, B. (2005) Split Frame Thinking and Multiple Scenario Awareness: How Boys' Game Expertise Reshapes Possible Structures of Sense in a Digital World, Discourse: Studies in the Cultural Politics of Education 26(3): 333-54.
10. Denzin, N. (1989) Interpretive Interactionalism. London: Sage.
11. Hill, M. (2006) Children's Voices on Ways of Having a Voice: Children's and Young People's Perspectives on Methods Used in Research and Consultation, Childhood 13(1): 69-89.
12. Hill, M., J. Davis, A. Prout and K. Tisdall (eds)(2004) Children, Young People and Participation, Special Issue on Participation of Children and Society 18(2).
13. Labov, W. (1972) Language in the Inner City: Studies in the Black English Vernacular. Philadelphia: University of Pennsylvania Press.
14. Ladd, D.R. (1996) Intonational Phonology. Cambridge: Cambridge University Press.
15. Langhout, R.D. (2005) Acts of Resistance: Student (In)visibility, Culture and Psychology 11(2): 123-58.
16. Larson, J. and J. Marsh (2005) Making Literacy Real. London, Sage.
17. Littlewood, R. (1995) History, Memory and Appropriation: Some Problems in the Analysis of Origins, in B. Chevannes (ed.) Rastafari and Other African-Caribbean Worldviews, pp. 233-52. The Hague: Institute of Social Studies.
18. Lockyer, A. (2003) The Political Status of Children and Young People, in A. Lockyer, J. Annette and B. Crick (eds) Education for Democratic Citizenship: Issues of Theory and Policy, pp. 120-38. Aldershot: Ashgate.
19. Maitles, H. and R. Deuchar (2006) We Don't Learn Democracy, We Live it! Consulting the Pupil Voice in Scottish Schools, Education Citizenship and Social Justice 1(3): 249-66.
20. Moss, P. and P. Petrie (2002) From Children's Services to Children's Spaces: Public Policy, Children and Childhood. London: Routledge Falmer.
21. Philips, S. (1972) Participant Structures and Communicative Competence: Warm Spring Children in Community and Classroom, in C. Cazden, V. John and D. Hymes (eds) Functions of Language in the Classroom, pp. 370-94. New York: Teachers College Press.
22. Power, F.C., A.M.R. Power, B. Bredemier and D.L. Shields (2001) Democratic Education and Children's Rights, in S. Hart, C. Price Cohen, M. Farrell Erickson and M. Flekkøy (eds) Children's Rights in Education, pp. 98-118. London: Jessica Kingsley.
23. Prout, A. (2005) The Future of Childhood. London: Routledge Falmer.
24. Rampton, B. (2001) Critique in Interaction, Critique of Anthropology 2(1): 83-107.
25. Riessman, C.K. (1993) Narrative Analysis, Qualitative Research Methods Series. London: Sage.
26. Rogers, A., M. Casey, J. Ekert and J. Holland (2005) Interviewing Children Using an Interpretive Poetics, in S. Green and D. Hogan (eds) Researching Children's Experience: Approaches and Methods. London: Sage.
27. Taussig, M. (2004) Terror as Usual: Walter Benjamin's Theory of History as State of Siege, in N. Scheper-Hughes and P. Bourgois (eds) Violence in War and Peace, pp. 269-71. London: Blackwell.
28. Thomas, N. and C. O'Kane (2000) Discovering What Children Think: Connections between Research and Practice, British Journal of Social Work 30: 819-35.
29. Voss, M. (1996) Hidden Literacies: Children Learning at Home and at School. Portsmouth, NH: Heinemann.
30. Wyness, M. (2003) Children's Space and Interests: Constructing an Agenda for Student Voice, Children's Geographies 1(2): 223-39.