Negotiating linguistic and cultural identities: Theorizing and constructing opportunities and risks in education

Review of Research in Education

Volumn 33, Issue 1, 2009, Pages 181-211

  Lee, Jin Sook ^a   Anderson, Kate T ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b NANYANG TECHNOLOGICAL UNIVERSITY   (Singapore)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 70449729670     PISSN: 0091732X     EISSN: None     Source Type: Journal    
DOI: 10.3102/0091732X08327090     Document Type: Article

References (160)

1. Allington, R. L. (1991). Effective literacy instruction for at-risk children. In MS Knapp and PM Shields (Eds.), Better schooling for the children of poverty (pp. 9-30). Berkeley, CA: McCutchan.
2. Anderson, K. T. (2008). Justifying race talk: Indexicality and the social construction of race and linguistic value. Journal of Linguistic Anthropology, 18, 108-129.
3. Anyon, J. (1995). Race, social class, and educational reform in an inner city school. Teachers College Record, 97, 69-94.
4. Artiles, A. (2003). Special education's changing identity: Paradoxes and dilemmas in views of culture and space. Harvard Educational Review, 73, 164-204.
5. Artiles, A., Harris-Murri, N., & Rostenberg, D. (2006). Inclusion as social justice: Critical notes on discourses, assumptions, and the road ahead. Theory Into Practice, 45, 260-268.
6. Bailey, B. (2000). Language and negotiation of ethnic/racial identity among Dominican Americans. Language in Society, 29, 555-582.
7. Bali, V. A., & Alvarez, R. M. (2004). The race gap in student achievement scores: Longitudinal evidence from a racially diverse school district. Policy Studies Journal, 32, 393-415.
8. Ball, A.F. (1998). Evaluating the writing of culturally and linguistically diverse students: The case of the African American vernacular English speaker. In CR Cooper and L Odell (Eds.), Evaluating writing: The role of teachers' knowledge about text, learning, and culture (pp. 225-248). Urbana, IL: National Council of Teachers of English.
9. Ball, A. F. (2002). Three decades of research on classroom life: Illuminating the classroom communicative lives of America's at-risk students. Review of Research in Education, 26, 71-111.
10. Ball, A. F., & Ellis, P. A. (2007). Identity and the writing of culturally and linguistically diverse students. In C Bazerman (Ed.), Handbook of research on writing (pp. 495-509). Mahwah, NJ: Lawrence Erlbaum.
11. Bartlett, L. (2007). Bilingual literacies, social identification, and educational trajectories. Linguistics and Education, 18, 215-231.
12. Beach, K. (2003). Learning in complex social situations meets information processing and mental representation: Some consequences for educational assessment. Measurement: Interdisciplinary Research and Perspectives, 3, 149-177.
13. Bendle, M (2002). The crisis of identity in high modernity. British Journal of Sociology, 53, 1-18.
14. Berard, T. J. (2005). On multiple identities and educational contexts: Remarks on the study of inequalities and discrimination. Journal of Language, Identity, and Education, 4, 67-76.
15. Bhabha, H. (1990). The third space: An interview with Homi Bhabha. In J Rutherford (Ed.), Identity: Community, culture, difference (pp. 207-221). London: Lawrence & Wishart.
16. Bhabha, H. (1994). The location of culture. London: Routledge.
17. Bhabha, H. (1996). Culture's in-between. In S Hall and P du Gay (Eds.), Questions of cultural identity (pp. 53-60). London: Sage.
18. Block, D. (2007). The rise of identity in SAL research, post Firth and Wagner. Modern Language Journal, 91, 863-876.
19. Bloom, B. S. (1964). Stability and change in human characteristics. New York: Wiley.
20. Boyd, W. L. (1991). What makes ghetto schools succeed or fail? Teachers College Record, 92, 331-362.
21. Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. Future of Children, 7, 55-71.
22. Brown, B. (2004). Discursive identity: Assimilation into the culture of science and its implications for minority students. Journal of Research in Science Teaching, 41, 810-834.
23. Brown, B., Reveles, J., & Kelly, G. (2005). Scientific literacy and discursive identity: A theoretical framework for understanding science learning. Science Education, 8, 779-802.
24. Bruner, J. (1960). The process of education. Cambridge, MA: Harvard University Press.
25. Bucholtz M. & Hall K. (2004). Language and identity. In A Duranti (Ed.), A companion to linguistic anthropology (pp. 369-394). Malden, MA: Blackwell.
26. Bucholtz M. & Hall K. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse Studies, 7, 585-614.
27. Burbules, N., & Torres, C. (Eds.) (2000). Globalization and education: Critical perspectives. London: Routledge.
28. Calabrese Barton, A., Carlone, H., Cook, M.,Wong, J., Sandoval, W., & Brickhouse, N.(2008). Seeing and supporting identity development In P. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.), Proceedings of the Eighth International Conference of the Learning Sciences: International Perspectives in the Learning Sciences: Cre8ing a Learning World, Part 3 (pp. 214-220). Utrecht, Netherlands: International Society of the Learning Sciences.
29. Callahan, R (2005). Tracking and high school English learners: Limiting opportunity to learn. American Educational Research Journal, 42, 305-328.
30. Carter, P. (2005). Keepin' it real. London: Oxford University Press.
31. Carter, R., & Goodwin, A. L. (1994). Racial identity and education. Review of Research in Education, 20, 291-336.
32. Castells, M. (2004). The power of identity. Malden, MA: Blackwell.
33. Cavanagh, S. L. (2008). Sex in the lesbian teacher's closet: The hybrid proliferation of queers in school. Discourse: Studies in the Cultural Politics of Education, 29, 387-399.
34. Chuang, R. (2004). Theoretical perspectives: Fluidity and complexity of cultural and ethnic identity. In M. Fong & R. Chuang (Eds.), Communicating ethnic and cultural identity (pp. 51-68). Lanham, MD: Rowman & Littlefield.
35. Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
36. Cook, V. J. (1992). Evidence for multi-competence. Language Learning, 42, 557-591.
37. Cornelius, L. L., & Herrenkohl, L. R. (2004). Power in the classroom: How the classroom environment shapes students' relationships with each other and with concepts. Cognition and Instruction, 22, 467-498.
38. Corson, D. (1993). Language, minority education, and gender: Linking social justice and power. Clevedon, UK: Multilingual Matters.
39. Corson D. (2001). Language diversity and education. Mahwah, NJ: Lawrence Erlbaum.
40. Coutinho, M., & Oswald, D. (2000). Disproportional representation in special education: A synthesis and recommendation. Journal of Child Family Studies, 9, 135-156.
41. Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56, 18-36.
42. Cummins J. (2000). Language, pedagogy and power. Clevedon, UK: Multilingual Matters.
43. Davidson, A. (1996). Making and molding identities in schools: Student narratives on race, gender, and academic engagement. Albany: State University of New York Press.
44. Davies, B, & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behavior, 20, 43-63.
45. Davis, J. E. (2003). Early schooling and academic achievement of African American males. Urban Education, 38, 515-537.
46. ddeFina, A., Schiffrin, B., & Bamberg, M. (2006). Introduction. In A. deFina, B. Schiffrin, & M. Bamberg (Eds.), Discourse and identity (pp. 1-26). New York: Cambridge University Press.
47. Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: Free Press.
48. Duff, P. (2002). The discursive co-construction of knowledge, identity and difference: An ethnography of communication in the high school mainstream. Applied Linguistics, 23, 289-322.
49. Duran, R. (1987). Factors affecting development of second language literacy. In S Goldman and H Trueba (Eds.), Becoming literate in English as a second language (pp. 114-129). Norwood, NJ: Ablex.
50. Erickson, F. (1987). Transformation and school success: The politics and culture of educational achievement. Anthropology and Education Quarterly, 18, 335-356.
51. Erickson, F. (2004). Talk and social theory: Ecologies of speaking and listening in everyday life. Malden, MA: Polity Press.
52. Erikson, E. (1968). Identity: Youth and crisis. New York: Norton.
53. Fenton, S. (1999). Ethnicity: Racism, class and culture. Lanham, MD: Rowman & Littlefield.
54. Foley, D. (1991). Revisiting anthropological explanations of school failure. Anthropology and Education Quarterly, 22, 60-86.
55. Fordham, S., & Ogbu, J. U. (1986). Black students' school success: Coping with the "burden of acting White.". Urban Review, 18, 176-206.
56. Fredrickson, G. M. (1971). The Black image in the White mind: The debate on Afro-American character and destiny. New York: Harper & Row.
57. Gadsden, V. (1993). Literacy, education, and identity among African-Americans. Urban Education, 27, 352-369.
58. Gandara, P. (1995). Over the ivy walls: The educational mobility of low-income Chicanos. Albany: State University of New York Press.
59. Garcia, E. E. (1993). Language, culture, and education. Review of Research in Education, 19, 51-98.
60. Gee, J. P. (1996). Social linguistics and literacies: Ideologies in discourse. London: Routledge.
61. Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.
62. Gee, J. P. (2007). Reflections on assessment from a sociocultural-situated perspective. Yearbook of the National Society for the Study of Education: Evidence and Decision Making, 106(1), 362-375.
63. Ghosh, R., Mickelson, R., & Anyon, J. (2007). Introduction to the special issue on new perspectives on youth development and social identity in the 21st century. Teachers College Record, 109, 275-284.
64. Gibson, M. (1988). Accommodation without assimilation. Ithaca, NY: Cornell University Press.
65. Giddens, A. (1991). Modernity and self-identity: Self and society in the late modern age. Malden, MA: Polity Press.
66. Gilbert, A., & Yerrick, R (2001). Same school, separate worlds: A sociocultural study of identity, resistance, and negotiation in a rural, lower track science classroom. Journal of Research in Science Teaching, 38, 574-598.
67. Gilroy, P. (1993). The Black Atlantic: Modernity and double consciousness. Cambridge, MA: Harvard University Press.
68. Glick, J., & White, M. (2003). The academic trajectories of immigrant youths: Analysis within and across cohorts. Demography, 40, 759-783.
69. Gonzalez, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households and classrooms. Mahwah, NJ: Lawrence Erlbaum.
70. Goodlad, J. I. (1984). A place called school. New York: McGraw-Hill.
71. Gould, S. J. (1981). The mismeasure of man. New York: Norton.
72. Graham, S., Taylor, A., & Hudley, C. (1998). Exploring achievement values among ethnic minority early adolescents. Journal of Educational Psychology, 90, 606-620.
73. Green, J., & Lee, C. D.(2006). Making visible the invisible logic of inquiry: Uncovering multiple challenges. Reading Research Quarterly, 41, 140-150.
74. Greeno, J, & The Middle School Mathematics Through Applications Project Group (1998). The situativity of knowing, learning, and research. American Psychologist, 53, 5-26.
75. Grossberg, L. (1996). Identity and cultural studies: Is that all there is? In S. Hall & P. du Gay (Eds.), Questions of cultural identity (pp. 87-92). London: Sage.
76. Gutiérrez, K, Baquedano-López, P. & Tejeda C. (2000). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6, 286-303.
77. Gutiérrez, K., 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.
78. Hall, S. (1989). Cultural identity and cinematic representation. Framework, 36, 68-81.
79. Hall, S. (1990). Cultural identity and diaspora. J. Rutherford (Ed.) Identity: Community, culture, difference. London: Lawrence and Wishart, 222-237.
80. Hall, S (1996). Introduction: Who needs identity? In S. Hall and P. du Gay (Eds.), Questions of cultural identity (pp. 1-17). London: Sage.
81. Hall, S. (2000). Foreword. In DA Yon (Ed.), Elusive culture: Schooling, race, and identity in global times (pp. ix-xii). Albany: State University of New York Press.
82. Harré, R (2001). The discursive turn in social psychology. In D Schiffrin, D Tannen and HE Hamilton (Eds.), Handbook of discourse analysis (pp. 688-706). Malden, MA: Blackwell.
83. Hickey, D. T., & Anderson, K. T. (2007). Situative approaches to student assessment: Contextualizing evidence to support practice. Yearbook of the National Society for the Study of Education: Evidence and Decision Making, 106(1), 264-287.
84. Holland, D., & Lachicotte, W. (2007). Vygotsky, Mead and the new sociocultural studies of identity. In H. Daniels, M. Cole & J. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 101-135). New York: Cambridge University Press.
85. Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
86. Holland, D., & Lave, J. (Eds.) (2001). History in person: Enduring struggles, contentious practice, intimate identities. Santa Fe, NM: School of American Research.
87. Hornberger, N. H. (1988). Language ideology in Quechua communities of Puno, Peru. Anthropological Linguistics, 30, 214-235.
88. Hornberger, N. H. (1990). Creating successful learning environments for bilingual literacy. Teachers College Record, 92, 212-229.
89. Hunt, J. M. (1961). Intelligence and experience. New York: Ronald Press.
90. Iddings, A., & Katz, L. (2007). Integrating home and school identities of recent-immigrant Hispanic English language learners through classroom practices. Journal of Language, Identity, and Education, 6, 299-314.
91. Iedema, R., & Caldas-Couthard, C. R. (2008). Introduction. In C. R. Caldas-Couthard and R Iedema (Eds.), Identity trouble: Critical discourse and contested identities (pp. 1-14). London: Palgrave McMillan.
92. Jewitt, C (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32, 241-267.
93. Kirst, M., & Jung, R. (1982). The utility of a longitudinal approach in assessing implementation: A 13 year review of Title 1, ESEA. In W Willing (Ed.), Studying implementation: Methodological and administrative issues (pp. 119-148). Berkeley, CA: Chatham House.
94. Kozol, J. (1991). Savage inequalities: Children in American schools. New York: Crown.
95. Kumashiro, K. (Ed.) (2001). Troubling intersections of race and sexuality: Queer students of color and anti-oppressive education. Lanham, MD: Rowman & Littlefield.
96. Ladson-Billings, G. (1992). Culturally relevant teaching: The key to making multicultural education work. In C. A. Grant (Ed.), Research and multicultural education (pp. 106-121). London: Falmer.
97. Ladson-Billings, G. (1999). Preparing teachers for diverse student populations: A critical race theory perspective. Review of Research in Education, 24, 211-248.
98. Lave, J., & Wenger E.(1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
99. Lee, C. D. (2006). Every good-bye ain't gone: Analyzing the cultural underpinnings of classroom talk. International Journal of Qualitative Studies in Education, 19, 305-327.
100. Lee, C. D. (2007). Culture, literacy, and learning: Taking bloom in the midst of the whirlwind. New York: Teachers College Press.
101. Lee, J. S., Hill-Bonnet, L., & Gillispie, J. (2008). Learning in two languages: Interactional spaces for becoming bilingual speakers. International Journal of Bilingual Education and Bilingualism, 11, 75-94.
102. Lee, J. S., & Suarez, D. (in press). A synthesis of the roles of heritage languages in the lives of immigrant children. In T. Wiley, J. S. Lee, & R. Rumberger (Eds.), The education of language minority students in the United States. Clevedon, UK: Multilingual Matters.
103. Lee, S. J. (1996). Unraveling the "model minority" stereotype: Listening to Asian American youth. New York: Teachers College Press.
104. Lemke, J. (2000). Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7, 273-290.
105. Lemke, J. (2008). Identity, development and desire: Critical questions. In CR Caldas-Couthard and R Iedema (Eds.), Identity trouble: Critical discourse and contested identities (pp. 17-42). London: Palgrave McMillan.
106. Le Page, R., & Tabouret-Keller, A. (1985). Acts of identity: Creole-based approaches to language and ethnicity. New York: Cambridge University Press.
107. Liu, C., Tai, R., & Fan, X. (in press). race, and higher education outcome. In T. Wiley, J. S. Lee, & R. Rumberger (Eds.), The education of language minority students in the United States. Clevedon, UK: Multilingual Matters.
108. Luke, C. (1999). Media and cultural studies in Australia. Journal of Adolescent and Adult Literacy, 42, 622-626.
109. Major, B., Spencer, S., Schmader, T., Wolfe, C., & Crocker, J. (1997). Coping with negative stereotypes about intellectual performance: The role of psychological disengagement. Personality and Social Psychology Bulletin, 24, 34-50.
110. Martinez-Roldan, C. M., & Malave, G. (2004). Language ideologies: Mediating literacy and identity in bilingual contexts. Journal of Early Childhood Literacy, 4, 155-180.
111. McCarthey, S. J., & Moje, E. B. (2002). Identity matters. Reading Research Quarterly, 37, 228-238.
112. McDermott, R. (1993). The acquisition of a child by a learning disability. In J. Lave and S. Chaiklin (Eds.), Understanding practice: Perspectives on activity and context (pp. 269-305). New York: Cambridge University Press.
113. Mead, G. (1934). Mind, self, and society. Chicago: University of Chicago Press.
114. MMehan, H., Hubbard, L., & Villanueva, I. (1994). Forming academic identities: Accommodation without assimilation among involuntary minorities. Anthropology and Education Quarterly, 25, 91-117.
115. Moll, L., & Gonzalez, N. (1994). Lessons from research with language minority children. Journal of Reading Behavior, 26, 439-454.
116. Moss, P., Pullin, D. C., Gee, J. P., Haertel, E. H., & Young, L. J. (Eds.) (2008). Assessment, equity, and opportunity to learn. New York: Cambridge University Press.
117. Moya, P.M.L. (2002). Learning from experience: Minority identities, multicultural struggles. Berkeley: University of California Press.
118. Moya, P. M. L. & Hames-Garcia M. (Eds.) (2000). Reclaiming identity: Realist theory and the predicament of postmodernism. Berkeley: University of California Press.
119. Myers-Scotton, C. (Ed.) (1998). Codes and consequences: Choosing linguistic varieties. London: Oxford University Press.
120. Nasir, N. S. (2002). Identity, goals, and learning: Mathematics in cultural practice. Mathematical Thinking and Learning, 4, 213-247.
121. Nasir, N. S., & Saxe G.(2003). Ethnic and academic identities: A cultural practice perspective on emerging tensions and their management in the lives of minority students. Educational Researcher, 32(5), 14-18.
122. National Research Council (2003). Engaging schools: Fostering high school students' motivation to learn. Washington, DC: National Academies Press.
123. Nieto, S. (2002). Language, culture and teaching. Mahwah, NJ: Lawrence Erlbaum.
124. Noguera, P. (2001). Racial politics and the elusive quest for excellence and equity in education. Education and Urban Society, 34, 18-41.
125. Noguera, P. (2003). City schools and the American dream: Reclaiming the promise of public education. New York: Teachers College Press.
126. Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31, 409-429.
127. Norton, B. (2000). Identity and language learning: Gender, ethnicity, and educational change. Harlow, UK: Longman/Pearson Education.
128. Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
129. Ochs, E. (1993). Constructing social identity: A language socialization perspective. Research on Language and Social Interaction, 26, 287-306.
130. Ogbu, J. U., & H. D. Simmons (1998). Voluntary and involuntary minorities: A cultural ecological theory of school performance with some implications for education. Anthropology and Education Quarterly, 29, 155-188.
131. Olmedo, I. M. (2003). Accommodation and resistance: Latinas' struggle for their children's education. Anthropology and Education Quarterly, 34, 373-395.
132. Omoniyi, T., & White, G. (2006). Introduction. In In T. Omoniyi & G. White (Eds.), The sociolinguistics of identity (pp. 1-10). London: Continuum.
133. Orellana, M., & Bowman, P. (2003). Cultural diversity research on learning and development: Conceptual, methodological, and strategic considerations. Educational Researcher, 32(5), 26-32.
134. Osborne, J. (1997). Race and academic disidentification. Journal of Educational Psychology, 89, 728-735.
135. Packer, M. J., & Goicoechea, J. (2000). Sociocultural and constructivist theories of learning: Ontology, not just epistemology. Educational Psychologist, 35, 227-241.
136. Padilla, A., & Gonzalez, R. (2001). Academic performance of immigrant and U.S. born Mexican heritage students. American Educational Research Journal, 38, 727-742.
137. Pallas, A., Natriello, G., & McDill, E. (1989). The changing nature of the disadvantaged population: Current dimensions and future trends. Educational Researcher, 18(5), 16-22.
138. Palmer, D. (2008). Building and destroying students' academic identities: The power of discourse in a two-way immersion classroom. International Journal of Qualitative Studies in Education, 1, 1-24.
139. Pavlenko, A., & Blackledge, A. (2004). Introduction: New theoretical approaches to the study of negotiation of identities in multicultural contexts. In A. Pavlenko & A. Blackedge (Eds.), Negotiation of identities in multilingual contexts (pp. 1-33). Clevedon, UK: Multilingual Matters.
140. Raible, J., & Nieto, S. (2003). Beyond categories: The complex identities of adolescents. In M Sadowski (Ed.), Adolescents at school: Perspectives on youth, identity and education (pp. 145-162). Cambridge, MA: Harvard University Press.
141. Ramirez, A., & Carpenter, D. (2005). Challenging assumptions about the achievement gap. Phi Delta Kappan, 86, 599-603.
142. Rampton, B. (2005). Crossing: Language and ethnicity among adolescents, 2nd ed. Manchester, UK: St. Jerome Press.
143. Rampton, B. (in press). Linguistic ethnography, interactional sociolinguistics and the study of identities. In C. Coffin, T. Lillis, & K. O'Halloran (Eds.), Investigating language in action: Tools for analysis. Milton Keynes, UK: Open University.
144. Rogoff, B. (1998). Cognition as a collaborative process. In D. Kuhn & R. S. Siegler (Eds.), Handbook of child psychology: Vol. 2. Cognition, perception, and language (pp. 679-744). New York: Wiley.
145. Rosenthal, R, and L Jacobson (1968). Pygmalion in the classroom. New York: Holt, Rinehart & Winston.
146. Rouse, R. (1995). Questions of identity: Personhood and collectivity in transnational migration to the United States. Critique of Anthropology, 15, 351-380.
147. Ruiz, R. (1984). Orientation in language planning. NABE Journal, 8(2), 15-32.
148. Rymes, B., & Anderson, K. T. (2004). Second language acquisition for all: Understanding the interactional dynamics of a classroom in which Spanish and AAE are spoken. Research in the Teaching of English, 39, 107-135.
149. Sadowski, M. (2003). Adolescents at school: Perspectives on youth, identity, and education. Cambridge, MA: Harvard University Press.
150. Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14-22.
151. Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613-629.
152. Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797-811.
153. Street, B. (2003). What's "new" in New Literacy studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5, 77-91.
154. Suárez-Orozco, C, Suárez-Orozco, M. & Todorova I. (2007). Learning a new land: Immigrant students in American society. Cambridge, MA: Harvard University Press.
155. Trueba, E. T. (2001). Language and identity among Mexicans in the United States: The secret of resiliency and successful adaptation. Studies in the Linguistic Sciences, 31, 61-76.
156. Turner, V. (1990). Liminality and community. In J. C. Alexander & S. Seidman (Eds.), Culture and society: Contemporary debates (pp. 147-154). New York: Cambridge University Press.
157. Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: State University of New York Press.
158. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
159. Wenger, E. (1998). Communities of practice. New York: Cambridge University Press.
160. Wortham, S. (2006). Learning identity: The joint emergence of social identification and academic learning. New York: Cambridge University Press.