Pauline Harris
Biographic Data
| ID | 5670307 |
|---|---|
| NAME | Pauline Harris |
| GIVEN NAMES | Pauline |
| FAMILY NAME | Harris |
| SIGNATURE | HARRIS P |
| AFFILIATIONS | University of South Australia |
| ORCID | 0000-0002-0051-9051 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Dialogically Constructing a Culturally Sustaining Multilingual Family Literacies Approach in Early Childhood Settings
This paper explores a family literacies approach that is being co-constructed in a critical participatory action research project. The project is situated in two culturally and linguistically diverse early childhood settings where the researchers are collaborating with educators and with children and families who have recently arrived in Australia and are learning English as an additional language. In a quest to support and sustain children’s lan…
Platforms and possibilities
The Alice Springs (Mparntwe) Education Declaration Goal two argues for young Australians ‘to understand their responsibilities as global citizens’. In these precarious times, children and youth require (and are demanding) education on how to address the myriad of convergent global challenges that is the focus of global citizenship education (GCE); however, perceived ambiguity is recognised as a barrier to greater GCE uptake. To support teacher up…
What No “Rug Time” Sharing Means
This paper provides a telling case account of how a child called Charlie was positioned and (re)positioned himself within and across different situational types of classroom literacy encounters in his first-grade classroom. This telling case is based on a re-analysis of an originating study conducted by the author (HARRIS, 1989); and is founded on a history of research based on revisioning archived data records as new theories develop. Providing …
Where Is the Story
The authors gave the following talk at the 2003 NCTE Annual Convention in San Francisco upon receiving the Alan C. Purves Award, presented to the RTE article from the previous year’s volume judged most likely to have an impact on classroom practice. Writing as lead author, Pauline Harris traces the history of her interest in children’s intertextuality through her life as a classroom teacher, her doctoral studies in the Bay Area, and her recent wo…
Is the Story on My Face?”
The paper focuses on intertextual conflicts during teacher-class interactions where teachers are reading and modeling texts as well as guiding children to read and talk about text content, purposes, genres, and structures. These conflicts are identified and examined within a conceptual framework that accounts for intertextuality in terms of written texts, lived experiences, lessons, and processes in individuals
Dialogically Constructing a Culturally Sustaining Multilingual Family Literacies Approach in Early Childhood Settings
This paper explores a family literacies approach that is being co-constructed in a critical participatory action research project. The project is situated in two culturally and linguistically diverse early childhood settings where the researchers are collaborating with educators and with children and families who have recently arrived in Australia and are learning English as an additional language. In a quest to support and sustain children’s lan…
Is the Story on My Face?”
The paper focuses on intertextual conflicts during teacher-class interactions where teachers are reading and modeling texts as well as guiding children to read and talk about text content, purposes, genres, and structures. These conflicts are identified and examined within a conceptual framework that accounts for intertextuality in terms of written texts, lived experiences, lessons, and processes in individuals
Where Is the Story
The authors gave the following talk at the 2003 NCTE Annual Convention in San Francisco upon receiving the Alan C. Purves Award, presented to the RTE article from the previous year’s volume judged most likely to have an impact on classroom practice. Writing as lead author, Pauline Harris traces the history of her interest in children’s intertextuality through her life as a classroom teacher, her doctoral studies in the Bay Area, and her recent wo…
What No “Rug Time” Sharing Means
This paper provides a telling case account of how a child called Charlie was positioned and (re)positioned himself within and across different situational types of classroom literacy encounters in his first-grade classroom. This telling case is based on a re-analysis of an originating study conducted by the author (HARRIS, 1989); and is founded on a history of research based on revisioning archived data records as new theories develop. Providing …
Platforms and possibilities
The Alice Springs (Mparntwe) Education Declaration Goal two argues for young Australians ‘to understand their responsibilities as global citizens’. In these precarious times, children and youth require (and are demanding) education on how to address the myriad of convergent global challenges that is the focus of global citizenship education (GCE); however, perceived ambiguity is recognised as a barrier to greater GCE uptake. To support teacher up…
Dialogically Constructing a Culturally Sustaining Multilingual Family Literacies Approach in Early Childhood Settings
This paper explores a family literacies approach that is being co-constructed in a critical participatory action research project. The project is situated in two culturally and linguistically diverse early childhood settings where the researchers are collaborating with educators and with children and families who have recently arrived in Australia and are learning English as an additional language. In a quest to support and sustain children’s lan…
Pedagogy (5 works) · Sociology (5 works) · Psychology (4 works) · Literacy (3 works) · Literacy, Media, and Education (3 works) · Mathematics education (3 works) · Digital Storytelling and Education (2 works) · Epistemology (2 works) · Linguistics (2 works) · Ambiguity (1 work)