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dc.contributor.authorPintaone-Hernandez, Andrea Mia
dc.date.accessioned2014-03-03T20:21:39Z
dc.date.available2014-03-03T20:21:39Z
dc.date.issued2002-12
dc.identifier.otherpintaone-hernandez_andrea_m_200212_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/pintaone-hernandez_andrea_m_200212_ma
dc.identifier.urihttp://hdl.handle.net/10724/20648
dc.description.abstractIn this study,Andrea M.Pintaone-Hernandez discusses how notions of identity and community are intricately linked with the enactment of a critical literacy pedagogy in one first-grade classroom at a suburban elementary school in the Southeast.Building on the work of Bakhtin,Hermans and Kempen,Delpit,Ladson-Billings,Shannon,and Freire, Pintaone-Hernandez examines the ways in which notions of the centripetal and centrifugal forces of the polyphonic novel and polyphonic identity can be used as a lens for examining literacy events in a classroom learning community.Narrative vignettes are used to show the interconnectedness of this theory of community with student academic achievement,the role home and school codes play in literacy education,and the value of a student ’s life outside school on his/her literacy learning.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectIdentity
dc.subjectCommunity
dc.subjectLiteracy
dc.subjectLiteracy Education
dc.subjectCritical Literacy
dc.subjectVignette
dc.subjectNarrative Research
dc.titleLiteracy narratives toward identity and community in a first-grade classroom
dc.typeThesis
dc.description.degreeMA
dc.description.departmentReading Education
dc.description.majorReading Education
dc.description.advisorBob Fecho
dc.description.committeeBob Fecho
dc.description.committeeMichelle Commeyras
dc.description.committeeMargaret Wilder


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