NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1089311
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1554-480X
Making Sense of Injustices in a Classed World: Working-Poor Girls' Discursive Practices and Critical Literacies
Jones, Stephanie
Pedagogies: An International Journal, v7 n1 p16-31 2012
Drawing from a larger ethnographic study, this article engages post-structural theories of language and critical feminist theories of social class to examine two fourth-grade, White, working-poor girls' narratives about their urban neighbourhood in the United States. The author argues that young girls should be perceived as social theorists informed by multiple discourses and that their discursive practices can be analysed and used for pedagogical purposes. Working against the typically deficit, pathological or sympathetic readings of poor children's life narratives, this article presents the girls as intellectual workers who are constructing theories that may or may not align with discourses informing critical literacies pedagogies for social change.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A