Re-mediating literacy: Culture, difference, and learning for students from nondominant communities

Review of Research in Education

Volumn 33, Issue 1, 2009, Pages 212-245

  Gutiérrez, Kris D ^a   Morales, P Zitlali ^a   Martinez, Danny C ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 70449732451     PISSN: 0091732X     EISSN: None     Source Type: Journal    
DOI: 10.3102/0091732X08328267     Document Type: Article

References (155)

1. Amano, K (1999). Improvement of schoolchildren's reading and writing ability through the formation of linguistic awareness. In Y Engeström, R Mietinen and R-L Punamäki (Eds.), Perspectives on activity theory (pp. 183-205). Cambridge, UK: Cambridge University Press.
2. Artiles, AJ (1998). The dilemma of difference: Enriching the disproportionality discourse with theory and context. The Journal of Special Education, 32(1), 32-36.
3. Arzubiaga, A, AJ Artiles, K King, and N Harris-Murri (2008). Beyond research on cultural minorities: Challenges and implications of research as situated cultural practice. Exceptional Children, 74, 309-327.
4. Ball, AF (1992). Cultural preferences and the expository writing of African-American adolescents. Written Communication, 9(4), 501-532.
5. Ball, AF (1995). Text design patterns in the writing of urban African-American students: Teaching to the strengths of students in multicultural settings. Urban Education, 30, 253-289.
6. Ball, AF (2002). Chapter 3: 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.
7. Ball, AF, and M Farr (2003). Language varieties, culture and teaching the English language arts. In J Flood, D Lapp, J Squire and J Jensen (Eds.), Handbook of research on teaching the English language arts, 2nd ed (pp. 435-445). Mahwah, NJ: Lawrence Erlbaum.
8. Baratz, J, and S Baratz (1970). Early childhood intervention: The social scientific basis of institutionalized racism. Harvard Educational Review, 39, 29-50.
9. Baratz, S, and J Baratz (1970). Negro ghetto children and urban education: A cultural solution. Social Education, 33, 401-405.
10. Bartholomae, D (1985). Inventing the university. In M Rose (Ed.), When a writer can't write: Studies in writer's block and other composing process problems (pp. 134-165). New York: Guilford.
11. Bartholomae, D and A Petrosky (Eds.) (1986). Facts, artifacts, and counterfacts. Upper Montclair, NJ: Boynton/Cook.
12. Barton, D (2001). Directions for literacy research: Analysing language and social practices in a textually mediated world. Language and Education, 15(2/3), 92-104.
13. Barton, D, and M Hamilton (1998). Local literacies: Reading and writing in one community. London: Routledge.
14. Barton, D, M Hamilton and R Ivanic (Eds.) (2000). Situated literacies: Reading and writing in context. London: Routledge.
15. Bereiter, C, and S Engelman (1966). Teaching disadvantaged children in the preschool. New York: Prentice Hall.
16. Bloome, D, P Puro, and E Theodorou (1989). Procedural display and classroom lessons. Curriuculum Inquiry, 19(3), 265-291.
17. Breneman, DW, and WN Harlow (1998). Remedial education: Costs and consequences. Remediation in Higher Education Symposium. Thomas B. Fordham Foundation Report, 2(9), 1-57.
18. Bruner, J (1964). The course of cognitive growth. American Psychologist, 19, 1-15.
19. Bruner, J, R Oliver and P Greenfield (Eds.)Studies in cognitive growth. New York: Wiley.
20. Cazden, CB (1981). Performance before competence: Assistance to child discourse in the zone of proximal development. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 3(1), 5-8.
21. Civil, M (2006). Building on community knowledge: An avenue to equity in mathematics education. In N Nasir and P Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 105-117). New York: Teachers College Press.
22. Coe, RM, and K Gutiérrez (1981). Using problem-solving procedures and process analysis to help student with writing problems. College Composition and Communication, 32(3), 262-271.
23. Cole, M (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Belknap Press of Harvard University Press.
24. Cole, M (1998). Can cultural psychology help us think about diversity? Mind, Culture, and Activity, 5(4), 291-304.
25. Cole, M (2005). Cross-cultural and historical perspectives on the developmental consequences of education. Human Development, 48, 195-216.
26. Cole, M, and Y Engeström (1993). A cultural-historical approach to distributed cognition. In G Salomon (Ed.), Distributed cognitions: Psychology and educational considerations (pp. 1-46). Cambridge, UK: Cambridge University Press.
27. Cole, M, and Y Engeström (2007). Cultural-historical approaches to designing for development. In J Valsiner and A Rosa (Eds.), The Cambridge handbook of sociocultural psychology (pp. 484-507). Cambridge, UK: Cambridge University Press.
28. Cole, M, Y Engeström, and OA Vásquez (1997). Mind, culture, and activity: Seminal papers from the Laboratory of Comparative Human Cognition. Cambridge, UK: Cambridge University Press.
29. Cole, M, and P Griffin (1980). Cultural amplifiers reconsidered. In DR Olson (Ed.), The social foundations of language and thought (pp. 343-364). New York: Norton.
30. Cole, M, and P Griffin (1983). A socio-historical approach to re-mediation. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 5(4), 69-74.
31. Cole, M, L Hood, and R McDermott (1982). Ecological niche picking. In U Neisser (Ed.), Memory observed (pp. 365-373). San Francisco: Freeman.
32. Cole, M, and S Scribner (1974). Culture and thought: A psychological introduction. New York: Wiley.
33. Cole, M, and S Scribner (1977). Developmental theories applied to cross-cultural cognitive research. Annuals of the New York Academy of Sciences, 285, 366-373.
34. Collins, J (1995). Literacy and literacies. Annual Review of Anthropology, 24, 75-93.
35. Coulmans, F and K Ehlich (Eds.) (1983). Writing in focus. New York: Mouton.
36. Cuban, L, and DB Tyack (November, 1988). "Dunces," "shirkers," and "forgotten children": Historical descriptions and cures for low achievers. Paper presented at the Conference for Accelerating the Education of At-Risk Students. Stanford University.
37. Dabney, MG (April, 1980). The gifted black adolescent: Focus upon the creative positives. Paper presented at the Annual International Convention of the Council for Exceptional Children. ERIC Document Reproduction Service No. ED189767.
38. Deschenes, S, L Cuban, and DB Tyack (2001). Mismatch: Historical perspectives on schools and students who don't fit them. Teachers College Record, 103(4), 525-547.
39. Du Bois, WEB (1989). The souls of Black folks. New York: Bantam. Original work published 1903.
40. Engeström, Y (1987). Learning by expanding: An activity-theoretical approach to development research. Helsinki, Finland: Orienta-Konsultit Oy.
41. Engeström, Y (1998). Activity theory and individual and social transformation. In Y Engeström, R Miettinen and R-L Punamaki (Eds.), Perspectives on activity theory (pp. 19-38). Cambridge, UK: Cambridge University Press.
42. Engeström, Y (1999). Learning by expanding: Ten years after. In Lernen durch Expansion (German edition), Introduction to Learning by expanding. Marbury: BdWi-Verlag. Reinhe Internationale Studien zur Tatigkeitstheorie, Bd. 5; translated by Falk Seeger.
43. Engeström, Y (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.
44. Engeström, Y (2004). New forms of learning in co-configuration work. Journal of Workplace Learning, 16, 11-21.
45. Engeström, Y A future of activity theory: A rough draft. In A Sannino, H Daniels and K Gutiérrez (Eds.), Learning by expanding with activity theory. Cambridge, UK: Cambridge University Press. in press.
46. Engeström, Y, and R Engeström (1986). Developmental work research: The approach and an application in cleaning work. Nordisk Pedagogik, 6(1), 2-15.
47. Engeström, Y, J Virkkunen, M Helle, J Pihlaja, and R Poikela (1996). The Change Laboratory as a tool for transforming work. Lifelong Learning in Europe, 1(2), 10-17.
48. Englert, CS, and TV Mariage (1996). A sociocultural perspective: Teaching ways-of-thinking and ways-of-talking in a literacy community. Learning Disabilities Research and Practice, 11, 157-167.
49. Englert, CS, KL Tarrant, TV Mariage, and T Oxer (1994). Lesson talk as the work of reading groups: The effectiveness of two interventions. Journal of Learning Disabilities, 27, 165-185.
50. Erickson, F, and KD Gutiérrez (2002). Culture, rigor, and science in educational research. Educational Researcher, 31(8), 21-24.
51. Foley, DE (1997). Deficit thinking models based on culture: The anthropological protest. In RR Valencia (Ed.), The evolution of deficit thinking: Educational thought and practice (pp. 113-131). Bristol, PA: Taylor and Francis.
52. Freedman, SW (1994). Exchanging writing, exchanging cultures: Lessons in school reform from the United States and Great Britain. Cambridge, MA: Harvard University Press.
53. Gee, J (1991). Sociolinguistics: Ideology and discourses. London: Falmer Press.
54. Golby, M, and JR Gulliver (1985). Whose remedies, whose ills? A critical review of remedial education. In CJ Smith (Ed.), New directions in remedial education (pp. 7-19). London: Falmer Press.
55. González, N, LC Moll and C Amanti (Eds.) (2005). Funds of knowledge: Theorizing practice in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum.
56. Goody, J (1977). The domestication of the savage mind. Cambridge, UK: Cambridge University Press.
57. Goody, J (1986). The logic of writing and the organization of society. Cambridge, UK: Cambridge University Press.
58. Goody, J (1987). The interface between the oral and the written. Cambridge, UK: Cambridge University Press.
59. Goody, J, and I Watt (1963). The consequences of literacy. Comparative Studies in Society and History, 5(3), 304-345.
60. Greenfield, P (1972). Oral or written language: The consequences for cognitive development in Africa, the United States, and England. Language and Speech, 15, 169-178.
61. Greenfield, PM, and JS Bruner (1966). Culture and cognitive growth. International Journal of Psychology, 1(2), 89-107.
62. Greenfield, PM, and JS Bruner (1969). Culture and cognitive growth. In DA Goslin (Ed.), Handbook of socialization theory and research (pp. 633-657). New York: Rand McNally.
63. Grimm, MN (1996). Rearticulating the work of the writing center. College Composition and Communication, 47(4), 523-548.
64. Gutiérrez, K (2007a). Commentary on a sociocritical approach to literacy. In C Lewis, P Enciso and E Moje (Eds.), Identity, agency, and power: Reframing sociocultural research on literacy (pp. 115-120). Mahwah, NJ: Lawrence Erlbaum.
65. Gutiérrez, K (2007b). Historicizing literacy. In M Blackburn and C Clark (Eds.), Literacy research for political action (pp. ix-xiii). New York: Lang.
66. Gutiérrez, K (2008a). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148-164.
67. Gutiérrez, K (May, 2008b). When non-dominant languages are unmarked: Using students' linguistic repertoires of practice to learn. Los Angeles: Plenary talk at the annual meeting of the Center for Language Interaction and Culture, University of California.
68. Gutiérrez, K, P Baquedano-Lopez, and C Tejeda (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), 286-303.
69. Gutiérrez, K, and M Correa-Chavez (2006). What to do about culture? Lifelong Learning in Europe, 3, 152-159.
70. Gutiérrez, K, JD Hunter, and A Arzubiaga (2009). Re-mediating the university: Learning through sociocritical literacies. Pedagogies: An International Journal, 4, 1-23.
71. Gutiérrez, K, and C Lee Robust informal learning environments for youth from non-dominant groups and implications for literacy learning in formal schooling. In L Morrow, R Rueda and D Lapp (Eds.), Handbook of research on literacy instruction: Issues of diversity, policy, and equity. New York: Guilford. in press.
72. Gutiérrez, K, and M Orellana (2006). The problem of English learners: Constructing genres of difference. Research in the Teaching of English, 40(4), 502-507.
73. Gutiérrez, K, and B Rogoff (2003). Cultural ways of learning: Individual traits and repertoires of practice. Educational Researcher, 32(5), 19-25.
74. Gutiérrez, K, B Rymes, and J Larson (1995). Script, counterscript, and underlife in the classroom: James Brown versus Brown v. Board of Education. Harvard Educational Review, 65(3), 445-471.
75. Havelock, E (1963). Preface to Plato. Cambridge, MA: Harvard University Press.
76. Heath, SB (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge, UK: Cambridge University Press.
77. Hess, RD, and VC Shipman (1965). Early experience and the socialization of cognitive modes in children. Child Development, 35, 869-886.
78. Hull, G, and M Rose (1989). Rethinking remediation: Toward a social-cognitive understanding of problematic reading and writing. Written Communication, 6(2), 139-154.
79. Hull, G, and M Rose (1990). "This wooden shack place": The logic of an unconventional reading. College Composition and Communication, 41(3), 287-298.
80. Hull, G, M Rose, KL Fraser, and M Castellano (1991). Remediation as social construct: Perspectives from an analysis of classroom discourse. College Composition and Communication, 42(3), 299-329.
81. Kulick, D, and C Stroud (1993). Conceptions and uses of literacy in a Papua New Guinean village. In B Street (Ed.), Cross-cultural approaches to literacy (pp. 30-61). Cambridge, UK: Cambridge University Press.
82. Lee, CD (1995). A culturally based cognitive apprenticeship: Teaching African American high school students skills in literary interpretation. Reading Research Quarterly, 30, 608-630.
83. Lee, CD (1997). Bridging home and school literacies: Models for culturally responsive teaching, a case for African American English. In J Flood, SB Heath and D Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (pp. 334-345). New York: Macmillan.
84. Lee, CD (2000). Signifying in the zone of proximal development. In CD Lee and P Smagorinsky (Eds.), Vygotskian perspectives of literacy research: Constructing meaning through collaborative inquiry (pp. 253-284). Cambridge, UK: Cambridge University Press.
85. Lee, CD (2007). Culture, literacy, and learning: Taking bloom in the midst of the whirlwind. New York: Teachers College Press.
86. Lee, CD (2008). 2008 Wallace Foundation Distinguished Lecture: The centrality of culture to the scientific study of learning and development: How an ecological framework in education research facilitates civic responsibility. Educational Researcher, 37, 267-279.
87. Levi-Strauss, C (1962). The savage mind. Chicago: University of Chicago Press.
88. Lewis, O (1966). The culture of poverty. Scientific American, 215(4), 19-25.
89. Luke, A (1992). The body literate: Discourse and inscription in early literate training. Linguistics and Education, 4, 107-129.
90. Luria, AR (1932). The nature of human conflicts. New York: Liverwright.
91. Luria, AR (1971). Toward the problem of the historical nature of psychological processes. International Journal of Psychology, 6, 259-272.
92. Luria, AR (2006). Disturbances of brain functions. In M Cole, K Levitin and A Luria (Eds.), The autobiography of Alexander Luria: A dialogue with the making of mind. Mahwah, NJ: Lawrence Erlbaum.
93. Manyak, PC (2001). Participation, hybridity, and carnival: A situated analysis of a dynamic literacy practice in a primary-grade English immersion class. Journal of Literacy Research, 33(3), 423-465.
94. Martínez, DC, D Moreno, PZ Morales, and MB Hopkins (May, 2008). Structured English immersion in LAUSD secondary classrooms: One size fits all as a restrictive language policy. Presentation at the annual conference of the University of California Linguistic Minority Research Institute, Sacramento, CA.
95. Martínez, R, MF Orellana, M Pacheco, and P Carbone (2008). Found in translation: Connecting translating experiences to academic writing. Language Arts, 85(6), 421-431.
96. McDermott, R, S Goldman, and H Varenne (2006). The cultural work of learning disabilities. Educational Researcher, 35(6), 12-17.
97. Mehan, H (1979). Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press.
98. Minow, M (1990). Making all the difference: Inclusion, exclusion, and American law. Ithaca, NY: Cornell University Press.
99. Moll, LC (2001). The diversity of schooling: A cultural-historical approach. In M de la Luz Reyes and JJ Halcón (Eds.), The best for our children: Critical perspectives on literacy for Latino children (pp. 13-28). New York: Teachers College Press.
100. Moll, LC, C Amanti, D Neff, and N Gonzalez (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes to classrooms. Theory Into Practice, 31(2), 132-141.
101. Nasir, NS (2000). "Points ain't everything": Emergent goals and averages and percent understandings in the play of basketball among African-American students. Anthropology & Education Quarterly, 31(3), 283-305.
102. Nasir, NS (2005). Individual cognitive structuring and the sociocultural context: Strategy shifts in the game of dominoes. Journal of the Learning Sciences, 14(1), 5-34.
103. Nasir, N, AS Rosebery, B Warren, and CD Lee (2006). Learning as a cultural process: Achieving equity through diversity. In K Sawyer (Ed.), Handbook of the learning sciences (pp. 489-504). Cambridge, UK: Cambridge University Press.
104. No Child Left Behind Act of 2001, Pub. L. No. 107-110.
105. North, S (1998). The idea of a writing center. College English, 46, 433-446.
106. Oakes, J (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
107. Ochs, E (1988). Culture and language development: Language acquisition and language socialization in a Samoan village. Cambridge, UK: Cambridge University Press.
108. Ogbu, JU (1978). Minority education and caste: The American system in cross-cultural perspective. New York: Academic Press.
109. Ong, WJ (1982). Orality and literacy. London: Methuen.
110. Orellana, MF, and J Reynolds (2008). Cultural modeling: Leveraging bilingual skills for school paraphrasing tasks. Reading Research Quarterly, 43(1), 48-65.
111. Palincsar, AS (April, 1984). Reciprocal teaching: Working with the zone of proximal development. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
112. Palincsar, AS (1986). The role of dialogue in providing scaffolded instruction. Educational Psychologist, 21, 73-98.
113. Palincsar, AS, and AL Brown (1989). Classroom dialogues to promote self-regulated comprehension. In J Brophy (Ed.), Advances in research on teaching, Vol. 1 (pp. 35-71). Greenwich, CT: JAI Press.
114. Pavlenko, A and A Blackledge (Eds.) (2004). Negotiation of identities in multilingual contexts, Vol. 45. Clevedon, UK: Multilingual Matters.
115. Perl, S (1979). The composing processes of unskilled college writers. Research in the Teaching of English, 13(4), 317-336.
116. Reder, S, and E Davila (2005). Context and literacy practices. Annual Review of Applied Linguistics, 25, 170-187.
117. Rogoff, B (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In JV Wertsch, PD Rio and A Alvarez (Eds.), Sociocultural studies of the mind (pp. 139-164). Cambridge, UK: Cambridge University Press.
118. Rogoff, B (2003). The cultural nature of human development. Oxford, UK: Oxford University Press.
119. Rogoff, B, R Paradise, RM Arauz, M Correa-Chavez, and C Angelillo (2003). Firsthand learning through intent participation. Annual Review of Psychology, 54(1), 175-203.
120. Rose, M (1985). The language of exclusion: Writing instruction at the university. College English, 47(4), 341-359.
121. Rose, M (1988). Narrowing the mind and page: Remedial writers and cognitive reduction-ism. College Composition and Communication, 39(3), 267-302.
122. Rose, M (1989). The politics of remediation. In Lives on the boundary: The struggles and achievements of America's underprepared (pp. 167-204). New York: Free Press.
123. Rose, M (2004). The mind at work: Valuing the intelligence of the American worker. New York: Viking.
124. Rosebery, AS, B Warren, and FR Conant (1992). Appropriating scientific discourse: Findings from language minority classrooms. Journal of the Learning Sciences, 2(1), 61-94.
125. Ryan, W (1971). Blaming the victim. New York: Random House.
126. Schieffelin, B and E Ochs (Eds.) (1986). Language socialization across cultures. Cambridge, UK: Cambridge University Press.
127. Schifini, A, D Short, and JV Tinajero (2001). High point: Success in language, literature, content. Carmel, CA: Hampton-Brown.
128. Scribner, S (1976). Situating the experiment in cross-cultural research. In KF Riegel and JA Meacham (Eds.), The developing individual in a changing world: Historical and cultural issues (pp. 310-321). The Hague, Netherlands: Mouton.
129. Scribner, S (1985). Vygotsky's uses of history. JV Wertsch (Ed.) Culture, communication, and cognition: Vygotskian perspectives. Cambridge, UK: Cambridge University Press, 119-145.
130. Scribner, S, and M Cole (1973). Cognitive consequences of formal and informal education. Science, 182(4112), 553-559.
131. Scribner, S, and M Cole (1978). Literacy without schooling: Testing for intellectual effects. Harvard Educational Review, 29(2), 448-461.
132. Scribner, S, and M Cole (1981). The psychology of literacy. Cambridge, MA: Harvard University Press.
133. Shaughnessy, M (1977). Errors and expectations: A guide for the teacher of basic writers. Oxford, UK: Oxford University Press.
134. Smitherman, G (2000). Talkin that talk: Language, culture, and education in African America. New York: Routledge.
135. Spring, J (1997). The American school. New York: McGraw-Hill.
136. Street, BV (1984). Literacy in theory and practice. Cambridge, UK: Cambridge University Press.
137. Street, BV (1993). Cross-cultural approaches to literacy. Cambridge, UK: Cambridge University Press.
138. Street, BV (2003). What's "new" in new literacy studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5(2), 1-14.
139. Street, BV (2004). Academic literacies and the "new orders": Implications for research and practice in student writing in higher education. LATISS: Learning and Teaching in the Social Sciences, 1(1), 9-20.
140. Street, BV, and M Lea (2006). The "academic literacies" model: Theory and applications. Theory Into Practice, 45(4), 368-377.
141. Teräs, M (2007). Intercultural learning and hybridity in the culture laboratory. Unpublished doctoral thesis, University of Helsinki, Finland.
142. Trent, SC, AJ Artiles, and CS Englert (1998). From deficit thinking to social constructivism: A review of theory, research, and practice in special education. Review of Research in Education, 23, 277-307.
143. Trueba, HT (1988). Culturally based explanations of minority students' academic achievement. Anthropology & Education Quarterly, 19(3), 270-287.
144. Trueba, HT (1990). The role of culture in literacy acquisition: An interdisciplinary approach to qualitative research. International Journal of Qualitative Studies in Education, 3(1), 1-13.
145. Trueba, HT (2002). Multiple ethnic, racial, and cultural identities in action: From marginality to a new cultural capital in modern society. Journal of Latinos and Education, 1(1), 7-28.
146. U.S. National Commission on Excellence in Education (1983). A nation at risk: The imperative for educational reform. Washington, DC: Author.
147. Valencia, RR (1997). Conceptualizing the notion of deficit thinking. In RR Valencia (Ed.), The evolution of deficit thinking: Educational thought and practice (pp. 1-12). London: Falmer Press.
148. Valencia, RR, and A Pearl (1997). Epilogue: The future of deficit thinking in educational thought and practice. In RR Valencia (Ed.), The evolution of deficit thinking: Educational thought and practice (pp. 242-256). London: Falmer Press.
149. Valencia, RR, and DG Solorzano (1997). Contemporary deficit thinking. In RR Valencia (Ed.), The evolution of deficit thinking: Educational thought and practice (pp. 160-210). London: Falmer Press.
150. Van der Veer, R, and J Valsiner (1991). Understanding Vygotsky: A quest for synthesis. Cambridge: Blackwell.
151. Vásquez, O (2003). La clase mágica: Imagining optimal possibilities in a bilingual community of learners. Mahwah, NJ: Lawrence Erlbaum.
152. Vossoughi, S, and K Gutiérrez (2008). "Lifting off the ground to return anew": Documenting and designing for equity and transformation through social design experiments. Unpublished manuscript, Center for the Study of Urban Literacies, University of California, Los Angeles.
153. Warren, B, C Ballenger, M Ogonowski, AS Rosebery, and J Hudicourt-Barnes (2001). Rethinking diversity in learning science: The logic of everyday sense-making. Journal of Research in Science Teaching, 38, 529-552.
154. Yosso, TJ (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-91.
155. Zehm, SJ (1973). Educational misfits: A study of poor performers in the English class 1825-1925. Unpublished dissertation, Stanford University, Stanford, CA.