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2018
Volume 43, Issue 1
  • ISSN: 0034-527X
  • E-ISSN: 1943-2348

Abstract

In this article I use a double theoretical lens of Bourdieuian (1985, 1991) and Bakhtinian (1981, 1986) perspectives on social space and the dialogism of everyday literacy events to analyze and discuss a classroom literacy event. In this event, which takes place in a diversely populated classroom with a social justice language arts curriculum, four boys read aloud intertextual stories while managing the shifting power dynamics of their social hierarchies.

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/content/journals/10.58680/rte20086769
2008-08-01
2024-06-13
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http://instance.metastore.ingenta.com/content/journals/10.58680/rte20086769
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  • Article Type: Research Article
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