Working toward third space in content area literacy: An examination of everyday funds of knowledge and Discourse

Authors

  • ELIZABETH BIRR MOJE,

    1. University of Michigan, Ann Arbor, Michigan, USA
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    • ELIZABETH BIRR MOJE is an associate professor of educational studies at the University of Michigan. In her current research, she studies the literacy, cultural, and identity practices of youth in the southwest Detroit community, and she works with school and community members to develop productive school and social spaces and practices for urban youth. She may be contacted at the University of Michigan, 610 E. University, 1302 SEB, Ann Arbor, MI 481091259, USA, or by e-mail at moje@umich.edu.

  • KATHRYN MCINTOSH CIECHANOWSKI,

    1. University of Michigan, Ann Arbor, Michigan, USA
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    • KATHRYN MCINTOSH CIECHANOWSKI is a doctoral student in Literacy, Language, and Culture at the University of Michigan. She studies the language, literacy, and cultural practices of bilingual children and youth, focusing particularly on identity development and content area literacy. She works in a Spanish- and English-speaking school and community and is especially interested in studying the education of linguistic minority students.

  • KATHERINE KRAMER,

    1. University of Michigan, Ann Arbor, Michigan, USA
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    • KATHERINE KRAMER received an MA in Literacy, Language, and Culture from the School of Education at the University of Michigan in 2001. She is currently a middle school humanities teacher and literacy consultant in the Los Angeles area, supporting teachers' integration of literacy teaching and leaming across the secondary content areas.

  • LINDSAY ELLIS,

    1. University of Michigan, Ann Arbor, Michigan, USA
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    • LINDSAY ELLIS is a doctoral candidate in the Joint Program in English and Education at the University of Michigan. Lindsay has worked with youth in and out of the foster care system and continues to research the rhetorical strategies of youth and youth culture. Her dissertation explores the rhetoric of conflict resolution and its use in the teaching of essay prose.

  • ROSARIO CARRILLO,

    1. University of Michigan, Ann Arbor, Michigan, USA
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    • ROSARIO CARRILLO is a doctoral candidate in Leaming Technologies at the University of Michigan. She is currently studying the language and social practices of Latinas in a large urban setting, examining their uses of humor to enact social identities and claim social spaces

  • TEHANI COLLAZO

    1. University of Michigan, Ann Arbor, Michigan, USA
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    • TEHANI COLLAZO is a doctoral student in Foundations and Policy at the University of Michigan. Currently residing and conducting research in Washington, D. C., Tehani studies the social and cultural foundations of Latino/a youths' literacy practices in English language arts classrooms.


ABSTRACTS

In this article we analyze the intersections and disjunctures between everyday (home, community, peer group) and school funds of knowledge and Discourse (Gee, 1996) that frame the school-based, content area literacy practices of middle school-aged youth in a predominantly Latino/a, urban community of Detroit, Michigan, in the United States. Using data collected across five years of an on-going community ethnography, we present findings on the strength of various funds that shape the texts available to a sample of 30 young people in the community and school we studied. We then present the patterns that we analyzed across each of the different documented funds. We use our findings on the funds that youth have available to them outside of school to suggest possibilities for working toward third space (Bhabha, 1994; Gutiérrez, Baquedano-López, Alvarez, & Chiu, 1999; Soja, 1996) around literacy and content learning in the seventh- and eighth-grade, public school science classrooms of these youth, and we draw implications for literacy teaching and research in other content areas.

EN ESTE artículo analizamos las intersecciones y fracturas entre las fuentes cotidianas (hogar, comunidad, grupo de pares) y escolares de conocimientos y tipos discursivos (Gee, 1996). Estas constituyen el marco de las prácticas escolares de alfabetización en las áreas de contenido para jóvenes de escuela media en una comunidad urbana predominantemente latina de Detroit, Michigan, USA. Utilizando datos recogidos durante cinco años en un estudio etnográfico en curso, presentamos hallazgos acerca de la fuerza de varias fuentes que conforman los textos de los que disponen 30 jóvenes de la comunidad y la escuela estudiadas. Usamos los hallazgos sobre los recursos a los que los jóvenes tienen acceso fuera de la escuela para sugerir posibilidades de trabajo sobre el tercer espacio (Bhabha, 1994; Gutiérrez, Baquedano-López, Alvarez, & Chiu, 1999; Soja, 1996) en alfabetización y aprendizaje de contenidos para aulas de ciencia de séptimo y octavo grado en escuelas públicas. Asimismo formulamos implicancias para la enseñanza y la investigación en otras áreas de contenido.

IN DIESEM Artikel analysieren wir Verbindungen und Trennungen zwischen dem Alltag (dem Zuhause, in der Gemeinschaft, bei Gleichaltrigen untereinander) und gegenüber schulischen Wissensgrundlagen und Diskurs (Gee, 1996), welche die schulfächer-basierenden Schreib- und Lesepraktiken von jugendlichen Mitschülern in einer überwiegend latein-amerikanischen Stadtgemeinde in Detroit, Michigan, in den Vereinigten Staaten einrahmen. Unter Benutzung von über fünf Jahren gesammelter Daten einer fortlaufenden ethnischen Gemeinschaftserhebung präsentieren wir Ermittlungen aufgrund der Überzeugungskraft verschiedener Grundlagen, welche die vorhandenen Texte gestalten, die wir anhand einer Auswahl von 30 Jugendlichen in der Gemeinde und Schule studierten. Danach präsentieren wir Musterbeispiele, die wir quer durch die unterschiedlich dokumentierten Grundlagen weiter analysierten. Wir wandten unsere Erkenntnisse auf jene Grundlagen an, die den Jugendlichen außerhalb der Schule zur Verfügung stehen, um Entwicklungsmöglichkeiten des Einwirkens zum dritten Raum (Bhabha, 1994; Gutiérrez, Baquedano-López, Alvarez, & Chiu, 1999; Soja, 1996) im Schreib- und Leseumfeld und fächerbezogenen Lernen dieser jugendlichen Schüler aus den siebten und achten wissenschaftlichen Fachklassen (Science) in öffentlichen Schulen aufzuzeigen, und wir ziehen daraus Implikationen zum Unterrichten im Schreiben und Lesen und der Erforschung in anderen Fachunterrichtsbereichen.

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