English Education - Volume 35, Issue 1, 2002

Revisits the author’s efforts to deliberately craft words that surfaced in conversations with others. Reflects on the writing of “What Difference Does Difference Make,” which won the author the Emig Award. Emphasizes two qualities of pedagogical storytelling that are critically important when that talk is about “difference.”

Explores the role that tagging (a simple form of graffiti) plays around the school and community. Argues that even the writing of a name on a wall opens out into a rich discourse community, in which taggers carry on complex conversations, negotiate and challenge shared discursive norms, and develop identities that are intimately connected to a specific communicative world.

Explores—through a close analysis of one innovative class project—the questions of text, power, and technology implied in a shift to a broader definition of text in the English classroom. Poses the intersection of technology and media literacy as a crucial site for new understandings of the texts at stake in twenty-first century literacies and literacy pedagogy.

rededicate themselves to CEE work.