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

Elizabeth Birr Moje, Kathryn Mcintosh Ciechanowski, Katherine Kramer, Lindsay Ellis, Rosario Carrillo, Tehani Collazo

Research output: Contribution to journalReview articlepeer-review

601 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)38-70
Number of pages33
JournalReading Research Quarterly
Volume39
Issue number1
DOIs
StatePublished - 2004
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Fingerprint

Dive into the research topics of 'Working toward third space in content area literacy: An examination of everyday funds of knowledge and Discourse'. Together they form a unique fingerprint.

Cite this