PSILLT faculty’s readings:
Engestrom, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work 14, 1, 133-156. [PDF]
Engeström, Y. & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5, 1-24. [PDF]
Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco: Jossey-Bass.
Gutiérrez, K., Baquedano-Lopez, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space.
Mind, Culture, & Activity, 6, 286–303. [PDF]
Gutiérrez, K. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43, 148–164. [PDF]
Sannino, A., Daniels, H., & Gutiérrez, K. (2009). Learning and expanding with activity theory. Cambridge: Cambridge University Press.
Sharkawy, A. (2012). Exploring the potential of using stories about diverse scientists and reflective activities to enrich primary students? images of scientists and scientific work. Cultural Studies of Science Education, 7, 2, 307-340. [PDF]
BBE teacher candidates’ readings:
d’Alessio, M. (2012). Schoolyard geology as a bridge between urban thinkers and the natural world. Journal of Geoscience Education, 60, 2, 106-113. [PDF]
Moll, L., Saez, R., & Dworin, J. (2001). Exploring biliteracy: Two student case examples of writing as a social practice. Elementary School Journal, 101, 4, 435-449. [PDF]
Riojas-Cortez, M., Huerta, M. E., Flores, B., Perez, B. B., Clark, E. R. (2008). Using cultural tools to develop scientific literacy of young Mexican American preschoolers. Early Childhood Development and Care, 178, 5, 527 – 536. [PDF]
Tucker-Raymond, E., Varelas, M., & Pappas, C. C. with Korzh, A. & Wentland, A. (2007). “They probably aren’t named Rachel:” Young children’s emergent multimodal narratives of scientist identities. Cultural Studies of Science Education, 1, 3, 559-592. [PDF]
Harste, J. C. (2001). What education as inquiry is and isn’t. In S. Boran & B. Comber (Eds.), Critiquing whole language and classroom inquiry (pp. 1-17). Urbana, Ill: National Council of Teachers of English Lipman, M. (2003). Thinking in education (2nd ed.). Cambridge: Cambridge University Press. [PDF]