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Anne Haas Dyson - Writing superheroes: contemporary childhood, popular culture, and classroom literacy

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    Writing superheroes: contemporary childhood, popular culture, and classroom literacy
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Based on an ethnographic study in an urban classroom of seven to nine-year-olds, this work examines how young school children use popular culture, especially superhero stories, in the unofficial peer social world and in the official school literary curriculum. In one sense, this work is about children writing superheroes - about children appropriating superhero stories in their fiction writing and dramatic play on the playground and in the classroom. These stories offer children identities as powerful people who do battle against evil and win. The stories, however, also reveal limiting ideological assumptions about relations between people - boys and girls, adults and children, people of varied heritages, physical demeanours and social classes. The book, then, is about children as writing superheroes. With the assistance of their teacher, the observed children became superheroes of another sort, able to take on powerful cultural storylines. In this book, Anne Dyson examines how the childrens interest in and conflicts about commercial culture give rise to both literacy and social learning, including learning how to participate in a community of differences.

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title Writing Superheroes Contemporary Childhood Popular Culture and - photo 1

title:Writing Superheroes : Contemporary Childhood, Popular Culture, and Classroom Literacy Language and Literacy Series (New York, N.Y.)
author:Dyson, Anne Haas.
publisher:Teachers College Press
isbn10 | asin:0807736392
print isbn13:9780807736395
ebook isbn13:9780585354491
language:English
subjectEnglish language--Composition and exercises--Study and teaching (Primary)--Social aspects--United States--Case studies, Child development--United States--Case studies, Popular culture--United States--Case studies, Multicultural education--United States--C
publication date:1997
lcc:LB1529.U6D87 1997eb
ddc:372.62/3
subject:English language--Composition and exercises--Study and teaching (Primary)--Social aspects--United States--Case studies, Child development--United States--Case studies, Popular culture--United States--Case studies, Multicultural education--United States--C
Writing Superheroes
Page i
LANGUAGE AND LITERACY SERIES
Dorothy S. Strickland and Celia Genishi, SERIES EDITORS
ADVISORY BOARD: RICHARD ALLINGTON, DONNA ALVERMANN, KATHRYN AU, EDWARD CHITTENDON, BERNICE CULLINAN, COLETTE DAIUTE, ANNE HAAS DYSON, CAROLE EDELSKY, JANET EMIG, SHIRLEY BRICE HEATH, CONNIE JUEL, SUSAN LYTEL
Restructuring Schools for Linguistic Diversity: Linking Decision Making to Effective Programs
OFELIA B. MIRAMONTES, ADEL NADEAU, and NANCY L. COMMINS
Writing Superheroes: Contemporary Childhood, Popular Culture, and Classroom Literacy
ANNE HAAS DYSON
Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom
MARTIN NYSTRAND with ADAM GAMORAN, ROBERT KACHUR, and CATHERINE PRENDERGAST
Reading Across Cultures: Teaching Literature in a Diverse Society
THERESA ROGERS and ANNA O. SOTER, Editors
"You Gotta Be the Book": Teaching Engaged and Reflective Reading with Adolescents
JEFFREY D. WILHELM
Just Girls: Hidden Literacies and Life in Junior High
MARGARET J. FINDERS
The First R: Every Child's Right to Read
MICHAEL F. GRAVES, PAUL VAN DEN BROEK, and BARBARA M. TAYLOR, Editors
Exploring Blue Highways: Literacy Reform, School Change, and the Creation of Learning Communities
JOBETH ALLEN, MARILYNN CARY, and LISA DELGADO, Coordinators
Envisioning Literature: Literary Understanding and Literature Instruction
JUDITH A. LANGER
Teaching Writing as Reflective Practice
GEORGE HILLOCKS, JR.
Talking Their Way into Science: Hearing Children's Questions and Theories, Responding with Curricula
KAREN GALLAS
Whole Language Across the Curriculum: Grades 1, 2, 3
SHIRLEY C. RAINES, Editor
The Administration and Supervision of Reading Programs, SECOND EDITION
SHELLEY B. WEPNER, JOAN T. FEELEY, and DOROTHY S. STRICKLAND, Editors
No Quick Fix: Rethinking Literacy Programs in America's Elementary Schools
RICHARD L. ALLINGTON and SEAN A. WALMSLEY, Editors
Unequal Opportunity: Learning to Read in the U.S.A.
JILL SUNDAY BARTOLI
Nonfiction for the Classroom: Milton Meltzer on Writing, History, and Social Responsibility
Edited and with an Introduction by E. WENDY SAUL
When Children Write: Critical Re-Visions of the Writing Workshop
TIMOTHY LENSMIRE
Dramatizing Literature in Whole Language Classrooms, SECOND EDITION
JOHN WARREN STEWIG and CAROL BUEGE
The Languages of Learning: How Children Talk, Write, Dance, Draw, and Sing Their Understanding of the World
KAREN GALLAS
(Continued)
Page ii
LANGUAGE AND LITERACY SERIES (continued)
Partners in Learning: Teachers and Children in Reading Recovery
CAROL A. LYONS, GAY SU PINNELL, and DIANE E. DEFORD
Social Worlds of Children Learning to Write in an Urban Primary School
ANNE HAAS DYSON
The Politics of Workplace Literacy: A Case Study
SHERYL GREENWOOD GOWEN
Inside/Outside: Teacher Research and Knowledge
MARILYN COCHRAN-SMITH and SUSAN L. LYTLE
Literacy Events in a Community of Young Writers
YETTA M. GOODMAN and SANDRA WILDE, Editors
Whole Language Plus: Essays on Literacy in the United States and New Zealand
COURTNEY B. CAZDEN
Process Reading and Writing: A Literature-Based Approach
JOAN T. FEELEY, DOROTHY S. STRICKLAND, and SHELLEY B. WEPNER, Editors
The Child as Critic: Teaching Literature in Elementary and Middle Schools, THIRD EDITION
GLENNA DAVIS SLOAN
The Triumph of Literature/The Fate of Literacy: English in the Secondary School Curriculum
JOHN WILLINSKY
The Child's Developing Sense of Theme: Responses to Literature
SUSAN S. LEHR
Literacy for a Diverse Society: Perspectives, Practices, and Policies
ELFRIEDA H. HIEBERT, Editor
The Complete Theory-to-Practice Handbook of Adult Literacy: Curriculum Design and Teaching Approaches
RENA SOIFER, MARTHA IRWIN, BARBARA CRUMRINE, EMO HONZAKI, BLAIR SIMMONS, and DEBORAH YOUNG
Page iii
Writing Superheroes
Contemporary Childhood, Popular Culture, and Classroom Literacy
Anne Haas Dyson
Page iv Based on project supported by the Spencer Foundation and by the - photo 2
Page iv
Based on project supported by the Spencer Foundation and by the Educational Research and Development Center Program (R117G10036) as administered by the Office of Educational Research and Improvement, U.S. Department of Education. The findings and opinions expressed in this report do not reflect the position or policies of the Spencer Foundation, the Office of Educational Research and Improvement, or the U.S. Department of Education.
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