Marginalization, making meaning, and mazes

Diversities in Early Childhood Education: Rethinking and Doing

Volumn , Issue , 2011, Pages 83-102

  Grieshaber, Susan ^a  

^a QUEENSLAND UNIVERSITY OF TECHNOLOGY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84925762221     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203939048     Document Type: Chapter

References (30)

1. Alloway, N. (2000). Exploring boys’ literacy performance at school: Incorporating and transcending gender. Contemporary Issues in Early Childhood, 1(3), 333–337.
2. Australian Association of Mathematics Teachers (AAMT). (1997). Numeracy = everyone’s business: Report of the Numeracy Education Strategy Development Conference. Adelaide: Australian Association of Mathematics Teachers.
3. Brooker, L. (2001). Interviewing children. In G. Mac Naughton, S. A. Rolfe, & I. Siraj-Blatchford (Eds.), Doing early childhood research: International perspectives on theory and practice (pp. 162–177). Crow’s Nest, Australia: Allen & Unwin.
4. Campbell, S. (2005). Secret children’s business: Resisting and redefining access to learning in the early childhood classroom. In N. Yelland (Ed.), Critical issues in early childhood education (pp. 146–162). Berkshire, England: Open University Press.
5. Cannold, L. (2001). Interviewing adults. In G. Mac Naughton, S. A. Rolfe, & I. Siraj-Blatchford (Eds.), Doing early childhood research: International perspectives on theory and practice (pp. 178–192). Crow’s Nest, Australia: Allen & Unwin.
6. Comber, B., & Nichols, S. (2004). Getting the big picture: Regulating knowledge in the early childhood literacy curriculum. Journal of Early Childhood Literacy, 4(1), 43–63.
7. Cooper, T. J., McRobbie, C. J., & Baturo, A. R. (Eds.). (n.d.). Final ACOT report: Parts A, B, C, D & E (2nd draft). Brisbane: Queensland University of Technology.
8. Copley, J. V. (2004). The early childhood collaborative: A professional development model to communicate and implement the standards. In D. H. Clements & J. Sarama (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 404–414). Mahwah, NJ: Lawrence Erlbaum.
9. Cummins, J. (2004). Foreword. In S. Nieto, Affirming diversity: The sociopolitical context of multicultural education (4th ed., pp. xv–xvii). Boston, MA: Allyn & Bacon.
10. Dyson, A. H. (1997). Writing superheroes: Contemporary childhood, popular culture, and classroom literacy. New York: Teachers College Press.
11. Dyson, A. H. (2002). The brothers and sisters learn to write: Popular literacies in childhood and school cultures. New York: Teachers College Press.
12. Emerson, R. M., Fretz, R. I., & Shaw, L. L. (1995). Writing ethnographic fieldnotes. Chicago: University of Chicago Press.
13. Florida, R. (2003). The rise of the creative class: and how it’s transforming work, leisure, community and everyday life. New South Wales: Pluto Press.
14. Foucault, M. (1972). The archaeology of knowledge. New York: Pantheon.
15. Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Falmer.
16. Gilbert, R., & Gilbert, P. (1998). Masculinity goes to school. New York: Routledge.
17. Glesne, C. (2006). Becoming qualitative researchers: An introduction (3rd ed.). Boston, MA: Pearson Education.
18. Gorard, S., Rees, S., & Salisbury, J. (1999). Reappraising the apparent underachievement of boys at school. Gender and Education, 11(4), 441–454.
19. Kress, G. (2003). Literacy in the new media age. London: Routledge.
20. Larson, J., & Gatto, L. A. (2004). Tactical underlife: Understanding students’ perceptions. Journal of Early Childhood Literacy, 4(1), 11–41.
21. Marsh, J. (2000). Teletubby tales: Popular culture in the early years’ language and literacy curriculum. Contemporary Issues in Early Childhood, 1(2), 119–133.
22. Marsh, J. (2005). Ritual, performance and identity construction: Young children’s engagement with popular cultural and media texts. In J. Marsh (Ed.), Popular culture, new media and digital literacy in early childhood (pp. 28–50). Oxon, U.K.: RoutledgeFalmer.
23. Moje, E. B. (2000). “To be part of the story”: The literacy practices of gangsta adolescents. Teachers College Record, 102(3), 651–690.
24. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92.
25. Perry, B., & Dockett, S. (2004). Mathematics in early childhood education. In B. Perry, G. Anthony, & C. M. Diezmann (Eds.), Research in mathematics education in Australasia: 2000–2003. Sydney: Mathematics Education Research Group of Australia.
26. Silverman, D. (2000). Doing qualitative research: A practical handbook. London: Sage.
27. Thorpe, K., Tayler, C., Bridgstock, R., Grieshaber, S., Skoien, P., Danby, S., & Petriwskyl, A. (2004). Preparing for school: Report of the Queensland preparing for school trials 2003/4. Brisbane: School of Early Childhood, Queensland University of Technology.
28. Titus, J. J. (2004). Boy trouble: Rhetorical framing of boys’ underachievement. Discourse: Studies in the Cultural Politics of Education, 25(2), 145–169.
29. Weedon, C. (1997). Feminist practice and poststructuralist theory (2nd ed.). Oxford: Blackwell.
30. Yin, R. C. (2003). Case Study Research (3rd ed.). Thousand Oaks, CA: Sage.