Re-mediating Literacy
Culture, Difference, and Learning for Students From Nondominant Communities
Bibliographic Data
| ID | 5818038 |
|---|---|
| Authors | Kris D Gutiérrez (0000-0002-7087-434X, University of California, Los Angeles), P Zitlali Morales (0000-0003-3692-8137, University of California, Los Angeles), Danny C Martinez (0000-0002-3012-8318, University of California, Los Angeles) |
| Year | 2009 |
| Volume | 33 |
| Issue | 1 |
| Pages | 212-245 |
| Publication date | 2009-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Review of Research in Education (JOURNAL) |
| Journal identifiers | ISSN: 0091-732X • E-ISSN: 1935-1038 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.3102/0091732x08328267 |
| OpenAlex | W1964786913 |
| Language | EN |
| Citations received | 125 |
| References cited | 99 |
this chapter, we examine notions of educational risk in the context of theories and research. Deficit notions about the cognitive potential of individuals from nondominant1 communities have persisted in social science inquiry, particularly where is concerned. The intellectual trails of current conflicting ideas about can be traced in part to theories about the role of in society. For example, the great divide theories of literacy, sustained by a view of culture as social evolution and progress (Cole, 2005), attributed significant differences to the cognitive and cultural development of literate and nonliterate people and their communities (Goody, 1977, 1986, 1987; Goody & Watt, 1963; Havelock, 1963; Ong, 1982).2 This thesis held that there were categorical differences in cognition and as consequences of (Reder & Davila, 2005, p. 171) differences marked by stark dualities used to characterize literate and nonliterate communities: writing versus orality, modern versus traditional, and educated versus uneducated, for example (Collins, 1995, p. 75). As Reder and Davila (2005) have noted, literacy was presumed to have broad and ubiquitous consequences in such areas as: abstract versus context-dependent uses and genre of language; logical, critical, and scientific versus irrational modes of thought; analytical history versus myth; and so forth (p. 171). These theories of were challenged for their wideranging dichotomies that perpetuated the hierarchical differences between types of societies, modes of thought, and uses of language (p. 171) and reductive notions of culture and thought (Cole & Scribner, 1974, 1977
Dichotomy · Orality · Innovative Education and Learning Practices · Literacy, Media, and Education · Multilingual Education and Policy
Parenting for a Digital Future
Family Literacy
Educational Research in Language Minority Students
Participatory Design Research and Educational Justice
The Changing Social Spaces of Learning
(Re)Centering Quality in Early Childhood Education
Replacing Representation With Imagination
From Family Engagement to Equitable Collaboration
Schule in sozial benachteiligten Quartieren?! Begriffliche Perspektiven
Fostering multiliteracies pedagogy in K12 science and mathematics
‘I was treated as a deficit’
Activating/Mobilizing Intersectional Assets
Leveraging technology
Theorizing the Children’s Museum
Righting the Literacy Teacher Education Debt
Narrating Global Literacies
How Feeling Supports Students’ Interpretive Discussions About Literature
Challenging the Autonomous Wall
From Math to ELA
Designing for Joy
Developing an Inner Witness to Notice for Equity in the Fleeting Moments of Talk for Content Learning
Caught between expansive world-building and the status quo
Making sense of comprehension practices and pedagogies in multimodal ways
On re-mediation as a concept for analyzing learning, development, and education
Toward equity innovations
Children Learning by Observing and Pitching In to community endeavours in online gaming communities ( Los niños Aprenden por medio de Observar y Acomedirse a las actividades de la comunidad en los juegos en línea )
Teachers’ Opportunities to Learn through Collaboration over Time
Are the Nation’s Fourth Graders Failing at Reading
Framing School Mathematics Challenges Inside and Outside Metropolitan Areas
“The Tail Wagging the Dog”
A Meta-Synthesis of Qualitative Research on Reading Intervention Classes in Secondary Schools
“When You Carry a Lot”
Teacher Data Analysis and Assets-Based Discourses about Multilingual Youth
Emerging Perspectives on the Co-Construction of Power and Learning in the Learning Sciences, Mathematics Education, and Science Education
Toward Just and Sustainable Futures
Praxis crisis and the trouble with science teacher education for emergent bilingual learners
Organizing Possible Futures
Infrastructural injustices in community‐driven afterschool STEAM
Approaches to Empowering Preservice Teachers to Enact Culturally Responsive Mathematical Teaching
Homegrown Teachers
Learning “Anytime, Anywhere”? The Imperfect Alignment of Immigrant Students’ Experiences and School-Based Technologies in an Urban US High School
Institutional and gender influences on translanguaging practices among Indian university students
Realizations & re-mediations
Renewing learning
Practicing Multilingual Identities
Relocalizing Standards in English Language Arts
Latino linguistic repertoires in an intensely-segregated Black and Latina/o high school
Forgotten Students in a Transitional Summer
Contradictions of inclusion
‘Writing’ children’s literate identities
Learning and Becoming Writers
Relational Equity as a Design Tool Within Making and Tinkering Activities
Re-Mediating Second Language Acquisition
Relational approaches to community-based health promotion across scales of practice
“When We Come to Your Class … We Feel Not Like We're in Prison”
Revealing the Ideology of Normal
Australian school practices and the education experiences of students with a refugee background
RiDE 2056
Building radical hope in an imagined world
Love as a Qualifier
Sustaining Multilingual Literacies in Classrooms and Beyond
The Science Writing of Deaf Developing Bilinguals
Becoming “Eligible to Matter”
Justice at the Gate? Negotiating Tensions Between Critical Literacy and “Culture of Power” Pedagogies
Disrupting Secondary Reading Intervention
Why the “Struggling Reader” Label Is Harmful (and What Educators Can Do About It)
Teachers' perceptions of disciplinary literacy
Preserving Integrative and Humanizing Literacies
Spanglish as Literacy Tool
Children resisting deficit
Deficit discourses and teachers’ work
Challenging claims of cultural deprivation as a career-long goal
The Role of Family Cultural Practices in the College Readiness Journey of Mexican American High School Avid Seniors
Exploring Institutional Processes in a District-Wide Dual Language Program
We are Not Neutral
Home Language and Literacy Practices of Parents at One Spanish-English Two-Way Immersion Charter School
Bilingual education for self-determination
Rethinking normative literacy practices, behaviors, and interactions
Dis/ability labels and emergent bilingual children
Not just a blip in someone’s life
Transitioning from High School to College
Moving beyond linguistic bordering
Reading This Bridge Called My Back for pedagogies of coalition, remediation, and a razor’s edge
Exploring transformative learning in third space
Social production of space and everyday microaggressions
Parents in the playground, headscarves in the school and an inspector taken hostage
Facilitating professional development for teachers of English language learners
Three reading-intervention teachers' identity positioning and practices to motivate and engage emergent bilinguals in an urban middle school
Contributing conditions
A close look at teacher learning
Teachers' perspectives on the structure of reading intervention classes in secondary schools
Attributions for underachievement among students experiencing disadvantage and support for public assistance to them
Intergroup contact versus conflict in Catalan high schools
Ideologies of language among ELLs on the US-Mexico border
Liberatory Public Education
I Want to Do More and Change Things”
Against the Script With edTPA
Locked in Sequence and Stuck on Skills in a College-for-All Culture for Urban Latinx Youth
Emerging Critical Meta-Awareness Among Black and Latina/o Youth During Corrective Feedback Practices in Urban English Language Arts Classrooms
Bilanguaging Love
Culture and thought; a psychological introduction
Keeping track
Minority education and caste
Language socialization across cultures
Literacy and Literacies
The Cambridge Handbook of Sociocultural Psychology
Cross-cultural approaches to literacy
Local Literacies
Learning by Expanding
Talkin That Talk
Negotiation of Identities in Multilingual Contexts
The Psychology of Literacy
The Logic of Writing and the Organization of Society
Cognitive Consequences of Formal and Informal Education
Early Experience and the Socialization of Cognitive Modes in Children
Observing sociocultural activity on three planes
Early Childhood Intervention
Rethinking diversity in learning science
Expansive Learning at Work
Literacy in Theory and Practice
Culture, communication and cognition
Ways with Words
Orality and Literacy
Lives on the Boundary
Cross-Cultural and Historical Perspectives on the Developmental Consequences of Education
Activity theory and individual and social transformation
La Clase Mágica
Appropriating Scientific Discourse
Script, Counterscript, and Underlife in the Classroom
Whose culture has capital? A critical race theory discussion of community cultural wealth
Rethinking diversity
Learning Lessons
The Composing Processes of Unskilled College Writers
At Last
Procedural Display and Classroom Lessons
Text Design Patterns in the Writing of Urban African American Students
A Culturally Based Cognitive Apprenticeship
Cultural Modeling
Oral or Written Language
The Cultural Work of Learning Disabilities
Cultural Ways of Learning
Wallace Foundation Distinguished Lecture—The Centrality of Culture to the Scientific Study of Learning and Development
The course of cognitive growth
Multiple Ethnic, Racial, and Cultural Identities in Action
Funds of knowledge for teaching
Firsthand Learning Through Intent Participation
The role of culture in literacy acquisition
Developing a Sociocritical Literacy in the Third Space
Negotiation of identities in multilingual contexts
The "Academic Literacies" Model
The souls of black folks
Points Ain't Everything
Culturally Based Explanations of Minority Students' Academic Achievement
Can Cultural Psychology Help Us Think About Diversity
The Consequences of Literacy
| Unique citing works | 125 |
|---|---|
| Citations per year | 7,81 |
| Citation span | 2010 - 2026 (17) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 125 |