Violet J Harris
Biographic Data
| ID | 1477086 |
|---|---|
| NAME | Violet J Harris |
| GIVEN NAMES | Violet J |
| FAMILY NAME | Harris |
| SIGNATURE | HARRIS V J |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 33 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 4 |
Navigating Authoritative Discourses in a Multilingual Classroom: Conversations With Policy and Practice
Using Bakhtinian concepts of persuasive and authoritative discourse, this study reports on science and English language arts instructional practices in a multilingual, rural, fourth‐grade classroom in Kenya. Situated in English as a medium of instruction (EMI) and through the use of case study, the study explores classroom discourse data to illustrate how teachers use instructional practices to reproduce, contest, or navigate prevailing instituti…
Multicultural Issues in Literacy Research and Practice
This volume brings together researchers and participants from diverse groups, reflecting the different ways in which the field of multicultural literacies has been interpreted. A common theme across the chapters is attention to the ways in which elements of difference--race, ethnicity, gender, class, and language--create dynamic tensions that influence students' literacy experiences and achievement. The hope of the editors is that readers will bu…
How Will Diversity Affect Literacy in the Next Millennium
The authors discuss their ideas about the affect of diverse learners, classrooms, and societies on literacy teaching and learning
Political Acts: Literacy Learning and Teaching
S Political acts: Literacy learning and teaching We believe that literacy learning is a human right. In this article, we offer a critique of the interwoven nature of politics and literacy learning and teaching throughout the twentieth century. We identify political acts, with variations, as interventions by those in positions of power and in government that determine how literacy is learned and taught. We have adopted a framework of political awa…
Applying critical theories to children's literature
1999). Applying critical theories to children's literature. Theory Into Practice: Vol. 38, Expanding the Worlds of Children's Literature, pp. 147-154
Expanding the Boundaries: A Reaction to the First‐Grade Studies
Two younger scholars, who had not yet entered the field when “The First‐Grade Studies” were published, look at Bond and Dykstra's work from a sociocultural perspective and explore ways to expand the conceptual framework
African-American conceptions of literacy: A historical perspective
1992). African‐American conceptions of literacy: A historical perspective. Theory Into Practice: Vol. 31, Literacy and the African-American Learner/The Struggle Between Access and Denial, pp. 276-286
Telling Tales: The Pedagogy and Power of African American Literature for Youth
Benefits of Children's Literature
African American Children's Literature: The First One Hundred Years
African Americans have been depicted in general literature since the seventeenth century. Essentially, the depictions are stereotyped, pejorative, and unauthentic (Brown, 1933; Baker, 1961; Broderick, 1973; Sims, 1982). Literature created by African Americans for children first appeared in the late nineteenth century. This literature has never been a central component of schooling. Not unlike that of African American literature written for adults…
African-American conceptions of literacy: A historical perspective
1992). African‐American conceptions of literacy: A historical perspective. Theory Into Practice: Vol. 31, Literacy and the African-American Learner/The Struggle Between Access and Denial, pp. 276-286
Expanding the Boundaries: A Reaction to the First‐Grade Studies
Two younger scholars, who had not yet entered the field when “The First‐Grade Studies” were published, look at Bond and Dykstra's work from a sociocultural perspective and explore ways to expand the conceptual framework
Navigating Authoritative Discourses in a Multilingual Classroom: Conversations With Policy and Practice
Using Bakhtinian concepts of persuasive and authoritative discourse, this study reports on science and English language arts instructional practices in a multilingual, rural, fourth‐grade classroom in Kenya. Situated in English as a medium of instruction (EMI) and through the use of case study, the study explores classroom discourse data to illustrate how teachers use instructional practices to reproduce, contest, or navigate prevailing instituti…
Political Acts: Literacy Learning and Teaching
S Political acts: Literacy learning and teaching We believe that literacy learning is a human right. In this article, we offer a critique of the interwoven nature of politics and literacy learning and teaching throughout the twentieth century. We identify political acts, with variations, as interventions by those in positions of power and in government that determine how literacy is learned and taught. We have adopted a framework of political awa…
Applying critical theories to children's literature
1999). Applying critical theories to children's literature. Theory Into Practice: Vol. 38, Expanding the Worlds of Children's Literature, pp. 147-154
African American Children's Literature: The First One Hundred Years
African Americans have been depicted in general literature since the seventeenth century. Essentially, the depictions are stereotyped, pejorative, and unauthentic (Brown, 1933; Baker, 1961; Broderick, 1973; Sims, 1982). Literature created by African Americans for children first appeared in the late nineteenth century. This literature has never been a central component of schooling. Not unlike that of African American literature written for adults…
Benefits of Children's Literature
Benefits of Children's Literature
African American Children's Literature: The First One Hundred Years
African Americans have been depicted in general literature since the seventeenth century. Essentially, the depictions are stereotyped, pejorative, and unauthentic (Brown, 1933; Baker, 1961; Broderick, 1973; Sims, 1982). Literature created by African Americans for children first appeared in the late nineteenth century. This literature has never been a central component of schooling. Not unlike that of African American literature written for adults…
Telling Tales: The Pedagogy and Power of African American Literature for Youth
African-American conceptions of literacy: A historical perspective
1992). African‐American conceptions of literacy: A historical perspective. Theory Into Practice: Vol. 31, Literacy and the African-American Learner/The Struggle Between Access and Denial, pp. 276-286
Expanding the Boundaries: A Reaction to the First‐Grade Studies
Two younger scholars, who had not yet entered the field when “The First‐Grade Studies” were published, look at Bond and Dykstra's work from a sociocultural perspective and explore ways to expand the conceptual framework
Applying critical theories to children's literature
1999). Applying critical theories to children's literature. Theory Into Practice: Vol. 38, Expanding the Worlds of Children's Literature, pp. 147-154
How Will Diversity Affect Literacy in the Next Millennium
The authors discuss their ideas about the affect of diverse learners, classrooms, and societies on literacy teaching and learning
Political Acts: Literacy Learning and Teaching
S Political acts: Literacy learning and teaching We believe that literacy learning is a human right. In this article, we offer a critique of the interwoven nature of politics and literacy learning and teaching throughout the twentieth century. We identify political acts, with variations, as interventions by those in positions of power and in government that determine how literacy is learned and taught. We have adopted a framework of political awa…
Multicultural Issues in Literacy Research and Practice
This volume brings together researchers and participants from diverse groups, reflecting the different ways in which the field of multicultural literacies has been interpreted. A common theme across the chapters is attention to the ways in which elements of difference--race, ethnicity, gender, class, and language--create dynamic tensions that influence students' literacy experiences and achievement. The hope of the editors is that readers will bu…
Navigating Authoritative Discourses in a Multilingual Classroom: Conversations With Policy and Practice
Using Bakhtinian concepts of persuasive and authoritative discourse, this study reports on science and English language arts instructional practices in a multilingual, rural, fourth‐grade classroom in Kenya. Situated in English as a medium of instruction (EMI) and through the use of case study, the study explores classroom discourse data to illustrate how teachers use instructional practices to reproduce, contest, or navigate prevailing instituti…
Psychology (10 works) · Pedagogy (8 works) · Sociology (8 works) · Mathematics education (6 works) · Literacy (5 works) · Educator Training and Historical Pedagogy (4 works) · Political science (4 works) · Themes in Literature Analysis (4 works) · Anthropology (3 works) · Art (2 works)