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BUT WHERE ARE THE YOUTH? ON THE VALUE OF INTEGRATING YOUTH CULTURE INTO LITERACY THEO
dc.contributor.authorMoje, Elizabeth Birren_US
dc.date.accessioned2010-06-01T21:41:39Z
dc.date.available2010-06-01T21:41:39Z
dc.date.issued2002-03en_US
dc.identifier.citationMoje, Elizabeth Birr (2002). "BUT WHERE ARE THE YOUTH? ON THE VALUE OF INTEGRATING YOUTH CULTURE INTO LITERACY THEO." Educational Theory 52(1): 97-120. <http://hdl.handle.net/2027.42/74740>en_US
dc.identifier.issn0013-2004en_US
dc.identifier.issn1741-5446en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/74740
dc.format.extent1791504 bytes
dc.format.extent3109 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypetext/plain
dc.publisherBlackwell Publishing Ltden_US
dc.rights2002 Board of Trustees/University of Illinoisen_US
dc.titleBUT WHERE ARE THE YOUTH? ON THE VALUE OF INTEGRATING YOUTH CULTURE INTO LITERACY THEOen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelEducationen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumAssociate Professor at the University of Michigan, 610 E. University, 1302 SEB, Ann Arbor, MI 48109-1259. Her primary areas of scholarship are youth literacy and youth cultural studiesen_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/74740/1/j.1741-5446.2002.00097.x.pdf
dc.identifier.doi10.1111/j.1741-5446.2002.00097.xen_US
dc.identifier.sourceEducational Theoryen_US
dc.identifier.citedreferenceElizabeth B. Moje et al., “Reinventing Adolescent Literacy for New Times: A Commentary on Perennial and Millennial Issues in Adolescent Literacy,” Journal of Adolescent and Adult Literacy 43 ( 2000 ): 400 – 11.en_US
dc.identifier.citedreferenceGay Ivey, “A Multicase Study in the Middle School: Complexities among Young Adolescent Readers,” Reading Research Quarterly 34, no. 2 ( 1999 ): 172 – 93.en_US
dc.identifier.citedreferenceLisa D. Delpit, “The Silenced Dialogue: Pedagogy and Power in Educating Other People's Children,” Harvard Educational Review 58 ( 1988 ): 280 – 98.en_US
dc.identifier.citedreferenceJean Comaroff and John L. Comaroff, “Millennial Capitalism: First Thoughts on a Second Corning,” Public Culture 12, no. 2 ( 2000 ): 291 – 343, 308.en_US
dc.identifier.citedreferenceAllan Luke and John Elkins, “Reinventing Literacy in”“New Times,” Journal of Adolescent and Adult Literacy 42 ( 1998 ): 4 – 7.en_US
dc.identifier.citedreferenceElizabeth B. Moje, “To Be Part of the Story: The Literacy Practices of Gangsta Adolescents.” Teachers College Record 102 ( 2000 ): 652 – 90.en_US
dc.identifier.citedreferenceMargaret J. Finders, “Raging Hormones: Stories of Adolescence and Implications for Teacher Preparation,” Journal of Adolescent and Adult Literacy 42 ( 1998/1999 ): 252 – 63.en_US
dc.identifier.citedreferenceCalvin Morrill, “Telling Tales in School: Youth Culture and Conflict Narratives,” Law and Society Review 34, no. 3 ( 2000 ): 561 – 65.en_US
dc.identifier.citedreferenceJacquelyn S. Eccles, Sarah Lord, and Carol Midgley, “What Are We Doing to Early Adolescents? The Impact of Educational Contexts on Early Adolescents,” American Journal of Education 99 ( 1991 ): 521 – 42. anden_US
dc.identifier.citedreferenceJacquelyn S. Eccles et al., “Negative Effects of Traditional Middle Schools on Students' Motivation,” Elementary School Journal 93 ( 1993 ): 553 – 74.en_US
dc.identifier.citedreferenceDonna E. Alvermann, “Peer-Led Discussions: Whose Interests Are Served?” Journal of Adolescent and Adult Literacy 39 ( 1995/1996 ): 282 – 89;en_US
dc.identifier.citedreferenceSteven Z. Athanases, “Diverse Learners, Diverse Texts: Exploring Identity and Difference Through Literacy Encounters,” Journal of Literacy Research 30, no. 2 ( 1998 ): 273 – 96;en_US
dc.identifier.citedreferenceKathleen A. Hinchman and Patricia Zalewski. “Reading for Success in a Tenth-Grade Global-Studies Class: A Qualitative Study,” Journal of Literacy Research 28 ( 1996 ): 91 – 106;en_US
dc.identifier.citedreferenceLawrence Grossberg, “Cultural Studies: What's in a Name? (One More Time),” Taboo: The Journal of Culture and Education 1 ( 1995 ): 1 – 37.en_US
dc.identifier.citedreferenceNew London Group, “A Pedagogy of Multiliteracies: Designing Social Futures,” Harvard Educational Review 66 ( 1996 ): 60 – 92.en_US
dc.owningcollnameInterdisciplinary and Peer-Reviewed


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