Shared experiences and narrative positionings in the classroom

Narrative Inquiry

Volumn 14, Issue 2, 2004, Pages 421-429

  Poveda, David ^a  

^a UNIVERSIDAD AUTÓNOMA DE MADRID   (Spain)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84989395463     PISSN: 13876740     EISSN: 15699935     Source Type: Journal    
DOI: 10.1075/ni.14.2.12aro     Document Type: Article

References (20)

1. Bamberg, M. (1997). Positioning between structure and performance. Journal of Narrative and Life History, 7, 335-342.
2. Bamberg, M. (in press). “We are young, responsible and male”: Form and functions of ‘slut-bashing’ in the identity constructions of 15-year-old males. Human Development.
3. Bauman, R. (1986). Story, performance, and event: Contextual studies of oral narrative. Cambridge, England: Cambridge University Press.
4. Briggs, C. (1996). Introduction. In C. Briggs (Ed.), Disorderly discourse: Narrative, conflict and inequality (pp. 3-40). Oxford, England: Oxford University Press.
5. Cazden, C. (1987). Language in the classroom. Annual Review of Applied Linguistics, 7, 18-33.
6. Cazden, C. (2001). Classroom discourse: The language of teaching and learning (2nd ed.). Portsmouth, England: Heinemann.
7. Cinta, M., & de Gispert, I. (1994). Joint activity and curriculum content in the context of classroom assemblies: A case study of negotiation. In N. Mercer & C. Coll (Eds.), Teaching, learning and interaction (pp. 141-152). Madrid, Spain: Fundación Infancia y Aprendizaje.
8. Corsaro, W. (in press). Collective action and agency in young children’s peer cultures. In J. Qvortrup (Ed.), Studies in modern childhood: Society, agency and culture. London: Palgrave MacMillan.
9. Emirbayer, M., & Mische, A. (1998). What is agency? American Journal of Sociology, 103 (4), 962-1023.
10. Evans, M. (1987). Discourse characteristics of reticent children. Applied Psycholinguistics, 8, 171-184.
11. Gallas, K. (1992). When children take the chair: A study of sharing time in a primary classroom. Language Arts, 69(3), 172-182.
12. Heller, M., & Martin-Jones, M. (2001). Introduction: Symbolic domination, education and linguistic difference. In M. Heller & M. Martin-Jones (Eds.), Voices of authority: Education and linguistic difference (pp. 1-28). London: Ablex.
13. Korobov, N. (2001). Reconciling theory with method: From conversation analysis to critical discourse analysis to positioning analysis. Forum: Qualitative Social Research (on-line journal), 2(3). Retrieved August 15 2003 from http://www.qualitative-research.net/fqs/fqs-eng.html
14. Mendez, L., & Lacasa, P. (1997). El aula de una escuela infantil: ¿que buscamos y que hay en ella? [The classroom in a pre-school: what are we looking for and what can we find?]. Cultura y Educación (Culture and Education), 8, 73-88.
15. Michaels, S. (1981).‘Sharing time’: Children’s narrative styles and differential access to literacy. Language in Society, 10, 423-442.
16. Michaels, S. (1991). The dismantling of narrative. In A. McCabe & C. Peterson (Eds.), Developing narrative structure (pp. 303-351). Hillsdale, NJ: Erlbaum.
17. Ninio, A., & Snow, C. (1996). Pragmatic development. Boulder, CO: Westview.
18. Poveda, D. (2001). La ronda in a Spanish kindergarten classroom with a cross-cultural comparison to sharing time in the U.S.A. Anthropology and Education Quarterly, 32(3), 301-325.
19. Poveda, D. (2002). Quico’s story: An ethnopoetic analysis of a Gypsy boy’s narratives at school. Text, 22(2), 269-300.
20. Poveda, D. (2003). Paths to participation in classroom conversations. Linguistics and Education, 14 (1), 69-98.