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ERIC Number: EJ788593
Record Type: Journal
Publication Date: 2008-Mar
Pages: 11
Abstractor: Author
Reference Count: 32
ISSN: ISSN-0360-9170
Reading "Salt and Pepper": Social Practices, Unfinished Narratives, and Critical Interpretations
Anderson, Diane Downer
Language Arts, v85 n4 p275-285 Mar 2008
In "Reading "Salt and Pepper"" Anderson examines a story written by three third grade girls and their insights about that story as they re-read it during its production and retrospectively, eight years later. Using a frame for understanding children's writing as social practice, the children's interviews, showing their multiple and sometimes contrastive interpretations, are juxtaposed with the researcher's interpretations. The children's writing is recognized as a manifestation of the social practice of "being friends" as well as reflective of the children's developing social categories of gender, class, and race, grounded in everyday experiences and media influences. Anderson found that the young authors narrated gender, class, and race into being, replete with ideological and hegemonic meanings, through contrastive polar categories associated with their anthropomorphic characters, dialogue, and the plot. This close reading of a child-authored story and interviews about it demonstrates how teachers might apply a social lens to children's writing, investigating the gendered, classed, and raced meanings in children's everyday talk and writing. (Contains 2 figures.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A