Back to Readings Index
Wittgensteinian Readings Organised Alphabetically
(or suggest a reading to be added)
Affeldt, S. G. (2010). On the difficulty of seeing aspects and the “therapeutic” reading of Wittgenstein. In W. Day & V. J. Krebs (Eds.), Seeing Wittgenstein anew (pp. 268 – 288). Cambridge: Cambridge University Press.
Au, K. (1993). Literacy Instruction in Multicultural Settings. Fort Worth: Harcourt Brace Jovanovic College Publishers.
Au, K. (1998). Social constructivism and the school literacy learning of students of diverse backgrounds. Journal of Literacy Research, 30(2), 297–319. doi:10.1080/10862969809548000
Au, K. (2001). Culturally responsive instruction as a dimension of new literacies. Reading Online, 5(1), 1–11.
Au, K. (2005). Multicultural issues and literacy achievement. Mahwah, NJ: Erlbaum.
Au, K. H.-P., & Mason, J. M. (1981). Social Organizational Factors in Learning to Read: The Balance of Rights Hypothesis. Reading Research Quarterly, 17(1), 115. doi:10.2307/747251
Bajaj, M. (2009). “I have big things planned for my future”: the limits and possibilities of transformative agency in Zambian schools. Compare: A Journal of Comparative and International Education, 39(4), 551–568. doi:10.1080/03057920701844503
Bakhtin, M. (1981). The Dialogic Imagination. Austin: University of Texas Press.
Bakhtin, M. (1986). Speech Genres and Other Late Essays. Austin: University of Texas Press.
Barlett, L., & Garcia, O. (2011). Additive schooling in subtractive times: bilingual education and dominican immigrant youth in the Heights (p. 304). Nashville: Vanderbilt University Press.
Bartholomaeus, P. (2013). Placed-based education and the Australian Curriculum. Literacy Learning: The Middle Years, 21(3), 17 – 23.
Bauman, Z. (1999). Culture as Praxis. London: SAGE Publications.
Bearn, G. (2010). The enormous danger. In W. Day & V. Krebs (Eds.), Seeing Wittgenstein anew (pp. 338 – 356). Cambridge: Cambridge University Press.
Bereiter, C., & Scardamalia, M. (1987). The Psychology of Written Composition. Hillsdale, NJ: Lawerence Erlbaum Associates.
Bernstein, B. (1964). Elaborated and Restricted Codes: Their Social Origins and Some Consequences. American Anthropologist, 66(6_PART2), 55–69. doi:10.1525/aa.1964.66.suppl_3.02a00030
Bourdieu, P. (1985). The forms of capital. In J. G. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education (pp. 241–258). New York: Greenwood Press.
Bourdieu, P. (1990). The logic of practice. Stanford, CA: Stanford University Press.
Bourdieu, P., & Passeron, J. (1990). Reproduction in education, society and culture (2nd ed.). London: SAGE Publications.
Bourdieu, P., & Wacquant, L. J. D. (1992). An invitation to a reflexive sociology. Chicago: University of Chicago Press.
Bracewell, R., & Breuleux, A. (1994). Substance and romance in the analysis of think-aloud protocols. In P. Smagorinsky (Ed.), Speaking about writing: reflections on research methodology (pp. 55 – 88). Newbury Park, CA: SAGE Publications.
Bracewell, R., & Witte, S. (2008). Implications of practice, activity, and semiotic theory for cognitive constructs of writing. In J. Albright & A. Luke (Eds.), Pierre Bourdieu and literacy education (pp. 299 – 315). London: Routledge.
Bransford, J., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. Washington D.C.: National Academy Press.
Bransford, J. D., & Schwartz, D. L. (1999). Chapter 3: Rethinking Transfer: A Simple Proposal With Multiple Implications. Review of Research in Education, 24(1), 61–100. doi:10.3102/0091732X024001061
Broadbent, D. (1975). The magical number seven after fifteen years. In Studies in long-term memory (pp. 3 – 28). New York: Wiley.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32–42. doi:10.3102/0013189X018001032
Burbles, N. (2010). Tacit Teaching. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 199 – 214). London: Paradigm Publishers.
Burbles, N., & Peters, M. (2010). Tractarian pedagogies. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 65 – 80). London: Paradigm Publishers.
Burbles, N., Peters, M., & Smeyers, P. (2010). Showing and doing: an introduction. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 1 – 14). London: Paradigm Publishers.
Burbles, N., & Smeyers, P. (2010). The practice of ethics and moral education. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 169 – 182). London: Paradigm Publishers.
Burgess, A. (1968). Enderby outside. London: Heinemann.
Cairney, T., & Ruge, J. (1998). Community literacy practices and schooling: toward effective support for students. Canberra City, ACT.
Carpenter, E. T. (1977). Wittgenstein’s “Language-Game” - A Tool For Cognitive Developmentalists. Transactions of the Nebraska Academy of Sciences and Affiliated Societies, (Paper 459), 161–163.
Cavell, S. (1985). The division of talent. Critical Inquiry, 11(4), 519–538. Retrieved from http://www.jstor.org/stable/1343416
Cavell, S. (1989). The new yet unapproachable America: lectures after Emerson after Wittgenstein. Chicago: University of Chicago Press.
Cavell, S. (1990). Conditions handsome and unhandsome: The constitution of Emersonian perfectionism. Chicago: University of Chicago Press.
Cavell, S. (2005). Philosophy the day after tomorrow. In Philosophy the day after tomorrow (pp. 111 – 131). Cambridge, MA: Belknap Press.
Cavell, S. (2010). The touch of words. In W. Day & V. Krebs (Eds.), Seeing Wittgenstein anew (pp. 81 – 98). Cambridge: Cambridge University Press.
Chenowyth, N., & Hayes, R. (2003). The inner voice of writing. Writing Communications, 20, 99 – 118.
Chiu, M. M. (2010). Effects of Inequality, Family and School on Mathematics Achievement: Country and Student Differences. Social Forces, 88(4), 1645–1676. doi:10.1353/sof.2010.0019
Chomsky, N. (1986). Knowledge of language: Its nature, origin, and use. New York: Praeger.
Cioffi, F. (2010). Overviews: what are they of and what are they for? In W. Day & V. Krebs (Eds.), Seeing Wittgenstein anew (pp. 291 – 313). Cambridge: Cambridge University Press.
Cole, M., & Engestrom, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognition: Psychological and educational considerations (pp. 1 – 46). Cambridge: Cambridge University Press.
Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6 – 11, 38–46.
Corbett, M. (2005). We’re a practical people: schooling and identity in a Canadian costal community. In AARE 2005 International Education Research Conference: Creative Dissent: Constructive Solutions. Parramatta: University of Western Sydney.
Corbett, M. (2007). Learning to leave: the irony of schooling in a costal community. Halifax, Newfoundland, Canada: Fernwood Publishing.
Corder, S. P. (1967). The significance of learners’ errors. International Review of Applied Linguistics, 5, 160 – 170.
D’Amato, J. (1987). The belly of the beast: on cultural differences, castelike status, and the politics of school. Anthropology and Education Quarterly, 18, 357 – 361.
Day, W. (2010). Wanting to say something: aspect-blindness and language. In W. Day & V. Krebs (Eds.), Seeing Wittgenstein anew (pp. 204 – 224). Cambridge: Cambridge University Press.
DeGre, G. (1970). The sociology of knowledge and the problem of truth. In The sociology of knowledge (pp. 644 – 655). New York: Praeger.
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New Press.
DeStafano, J. (2012). Opportunity to learn: a guide to education project design based on a comprehensive literature and project review. Washington D.C.
DeStafano, J., Schuh Moore, A.-M., Balwanz, D., & Hartwell, A. (2007). Reaching the underserved: complementary models of effective schooling. EQUIP2: Educational Policy, Systems Development and Management
Dooley, K. (2012). Positioning refugee students as intellectual class members. In M. Vickers & F. McCarthy (Eds.), Refugee and immigrant students: achieving equity in education (pp. 3 – 20). Charlotte, NC: Information Age Publishing.
Dougherty, K. J. (1996). Opportunity-to-Learn Standards: A Sociological Critique. Sociology of Education, 69, 40. doi:10.2307/3108455
Dulay, H., Burt, M., & Krashen, S. (1982). Language two. Oxford, UK: Oxford University Press.
Dummett, M. (1959). Wittgenstein’s Philosophy of Mathematics. The Philosophical Review, 68(3), 324. doi:10.2307/2182566
Dummett, M. (2001). On immigration and refugees. London: Routledge.
Edmonds, D., & Eidinow, J. (2001). Wittgenstein’s Poker: the story of a ten-minutes argument between two great philosophers. London: Faber and Faber.
Eldridge, R. (2010). Wittgenstein and aspect-seeing, the nature of discursive consciousness, and the experience of agency. In W. Day & V. Krebs (Eds.), Seeing Wittgenstein anew (pp. 162 – 179). Cambridge: Cambridge University Press.
Ellis, R. (1997). Second language acquisition. Oxford, UK: Oxford University Press.
Engestrom, Y. (1987). Learning by expanding. An activity theoretical approach to developmental research. Helsinki: Orienta Konsultit.
Ericsson, K., & Smith, H. (1991). Toward a general theory of expertise: prospects and limits. Cambridge: Cambridge University Press.
Fish, S. (2011). How to write a sentence: and how to read one. New York: HarperCollins Publishers.
Floyd, J. (2010). On being surprised: Wittgenstein on aspect-perception, logic and mathematics. In W. Day & V. Krebs (Eds.), Seeing Wittgenstein anew (pp. 314 – 337). Cambridge: Cambridge University Press.
Fodor, J. (1975). The language of thought. Cambridge, MA: Harvard University Press.
Fogelin, R. (2009a). Taking Wittgenstein at his word: a textual study. Princeton: Princeton University Press.
Fogelin, R. (2009b). Rule following and the conceivability of a private language. In Taking Wittgenstein at his word: a textual study (pp. 13 – 78). Princeton, NJ: Princeton University Press.
Fogelin, R. (2009c). Wittgenstein on the philosophy of mathematics. In Taking Wittgenstein at his word: a textual study (pp. 79 – 166). Princeton, NJ: Princeton University Press.
Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural context. Prospect: An Australian Journal of TESOL, 5(3), 7 – 16.
Fulford, A. J. (2009). Cavell, literacy and what it means to read. Ethics and Education, 4(1), 43–55. doi:10.1080/17449640902860689
Gardner, H. (2000). The disciplined mind: beyond facts and standardized test, the K - 12 education that every child deserves. New York: Penguin Books.
Garver, N. (1996). Philosophy as grammar. In H. Sluga & D. Stern (Eds.), The Cambridge companion to Wittgenstein (pp. 139 – 170). Cambridge: Cambridge University Press.
Gass, S. M. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum Associates.
Gay, W. (1996). Bourdieu and the Social Conditions of Wittgensteinian Language Games. The International Journal of Applied Philosophy, 11, 15–12. Retrieved from http://www.philosophy.uncc.edu/wcgay/pubbourdieu.htm
Gebhard, M. (2002). Fast Capitalism, School Reform and Second Language Literacy Practices. Canadian Modern Language Review, 59(1), 15 – 52.
Gebhard, M. (2005). School Reform, Hybrid Discourses, and Second Language Literacies. TESOL Quarterly, 39(2), 187 – 210. doi:10.2307/3588308
Gee, J. (1996). Social linguistics and literacies: ideology in discourses (2nd ed.). London: The Falmer Press.
Gee, J. P. (1999). An Introduction to Discourse Analysis: theory and method. London: Routledge.
Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99 – 125.
Gee, J. P. (2001). Progressivism, critique, and socially situated minds. In C. Dudley-Marling & C. Edelsky (Eds.), The Fate of Progressive Language Policies and Practices. Urbana, IL: NCTE.
Gee, J. P. (2003). Opportunity to Learn: A language-based perspective on assessment. Assessment in Education: Principles, Policy & Practice, 10(1), 27–46. doi:10.1080/09695940301696
Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York: Routledge.
Gee, J. P. (2008). A sociocultural perspective on opportunity to learn. In P. Moss, D. Pullin, J. P. Gee, E. Haertel, & L. Young (Eds.), Assessment, equity, and opportunity to learn (pp. 76 – 108). Cambridge: Cambridge University Press.
Geekie, P., Cambourne, B., & Fitzsimmons, P. (2004). Learning as puzzle solving. In T. Grainger (Ed.), The RoutledgeFalmer reader in language and literacy (pp. 107–118). London: Routledge Falmer.
Gerrans, P. (2005). Tacit knowledge, rule following and Pierre Bourdieu’s philosophy of social science. Anthropological Theory, 5(1), 53–74. doi:10.1177/1463499605050869
Gerrard, S. (1996). A philosophy of mathematics between two camps. In H. Sluga & D. Stern (Eds.), The Cambridge companion to Wittgenstein (pp. 171 – 197). Cambridge: Cambridge University Press.
Gibson, J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, acting, and knowing: Toward an ecological psychology (pp. 67 – 82). Hillsdale, NJ: Lawrence Erlbaum Associates.
Gibson, J. J. (1979). The ecological approach to visual perception. Boston: Houghton Miflin.
Gibson, J., & Huemer, W. (Eds.). (2004). The literary Wittgenstein. London: Routledge.
Glenberg, A. M. (1997). What is memory for? Behavioral and Brain Sciences, 20, 1 – 55.
Goos, M. (2014). Creating opportunities to learn in mathematics education: a sociocultural perspective. Mathematics Education Research Journal. doi:10.1007/s13394-013-0102-7
Grossman, S. (2012). Adolescent literacy: learning and understanding content. Future Child, 22(2), 89 – 116.
Haas, C. (1996). Writing technology: studies on the materiality of literacy. Mahwah, NJ: Lawrence Erlbaum Associates.
Haas, C., & Witte, S. P. (2001). Writing as an Embodied Practice: The Case of Engineering Standards. Journal of Business and Technical Communication, 15(4), 413–457. doi:10.1177/105065190101500402
Hacker, P. M. S. (2009). Wittgenstein’s Anthropological and Ethnological Approach. In J. P. Galvez (Ed.), Philosophical Anthropology: Wittgenstein’s Perspective (pp. 1 – 17). Piscataway, NJ: Transaction Books.
Haertel, E., Moss, P., Pullin, D., and Gee, J. P. (2008). Introduction. In P. Moss, D. Pullin, J.P. Gee, E. Haertel, and L. Young (Eds). Assessment, equity, and opportunity to learn (pp. 1-16). Cambridge: Cambridge University Press.
Hagberg, G. (2010). In a new light: Wittgenstein, aspect-perception, and retrospective change in self-understanding. In W. Day & V. Krebs (Eds.), Seeing Wittgenstein anew (pp. 101 – 119). Cambridge: Cambridge University Press.
Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5(2), 93 – 116.
Halliday, M. A. K., & Martin, J. (1993). Writing science: Literacy and discursive power. Pittsburgh: University of Pittsburgh Press.
Halliday, M. A. K., & Matthiessen, C. M. I. M. (1999). Construing experience through meaning: A language-based approach to cognition. New York: Continuum.
Hattie, J. (2012). Visible learning for teachers: maximising impact on learning. New York: Routledge.
Hayes, J. R., & Flower, L. (1980). Identifying the Organization of Writing Processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive Processes in Writing. Hillsdale, NJ: Lawrence Erlbaum Associates.
Huemer, W. (2006). The transition from causes to norms: Wittgenstein on training. Grazer Philosophische Studien, 71(1), 205 – 225.
Huemer, W. (2012a). Why read literature? the cognitive function of form. In J. Gibson, W. Huemer, & L. Pocci (Eds.), Fiction Narrative and Knowledge (pp. 233 – 345). London: Routledge.
Huemer, W. (2012b). Cognitive dimensions of achieving (and failing) in literature. In J. Daiber, E.-M. Konrad, T. Petraschka, & H. Rott (Eds.), Understanding fiction (pp. 26–44). Munster: mentis.
Humphrey, N. (2006). Seeing red: a study in consciousness. Cambridge, MA: Belknap Press.
Jacob, E., & Jordan, C. (1993). Understanding minority education: Framing the issues. In E. Jacob & C. Jordan (Eds.), Minority education: Anthropological perspectives. Norwood, NJ: Ablex.
Klagge, J. (2011). Wittgenstein in exile. Cambridge. Cambridge, MA: MIT Press.
Kober, M. (1996). Certainties of a world-picture: the epistemological investigations of On Certainty. In H. Sluga & D. Stern (Eds.), The Cambridge companion to Wittgenstein (pp. 411 – 441). Cambridge: Cambridge University Press.
Krashen, S. D. (1983). Principles and practices in second language acquisition. Oxford, UK: Oxford University Press.
Krebs, V. (2010). The bodily root: seeing aspects and inner experience. In W. Day & V. Krebs (Eds.), Seeing Wittgenstein anew (pp. 120 – 139). Cambridge: Cambridge University Press.
Kucer, S. (2005). Dimensions of literacy: a conceptual base for teaching reading and writing in school settings (2nd ed.). London: Lawrence Erlbaum Associates.
Labov, W. (1972). Language in the inner city: Studies in Black English vernacular. Philadelphia: University of Pennsylvania Press.
Labov, W. (1974). The art of sounding and signifying. In W. Gage (Ed.), Language in its social setting (pp. 84 – 116). Washington D.C.: Anthropological Society of Washington.
Langer, J. (2001). Literature as an environment for engaged readers. In L. Verhoeven & C. Snow (Eds.), Literacy and motivation: reading engagement in individuals and groups (pp. 177 – 194). Hillsdale, NJ: Lawrence Erlbaum Associates.
Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.
Lee, C. (2008). Cultural modelling as opportunity to learn: making problem solving explicit in culturally robust classrooms and implications for assessment. In P. Moss, D. Pullin, J.P. Gee, E. Haertel, and L. Young (Eds). Assessment, equity, and opportunity to learn (pp. 136-169). Cambridge: Cambridge University Press.
Macedo, D. (2001). Foreword. In P. Freire (Ed.), Pedagogy of freedom: ethics, democracy and civic courage (pp. xi – xxxii). Maryland: Rowman & Littlefield Publishers.
MacMillan, C. (1984). Love and logic. In E. Robinson (Ed.), Philosophy of Education (pp. 3 – 16). Normal, IL: Philosophy of Education Society.
McDonald, L. (2013). A Literature Companion for Teachers. Newtown, NSW: Primary English Teaching Association Australia.
McGinn, M. (2004). Seeing and aspect seeing: Philosophical Investigations, 398-401: Part II, section xi. In M. McGinn (Ed.), Routledge philosophy guidebook to Wittgenstein and the Philosophical Investigation (pp. 177 – 204). London: Routledge.
Medina, J. (2004a). Anthropologism, naturalism, and the pragmatic study of language. Journal of Pragmatics, 36(3), 549–573. doi:10.1016/j.pragma.2003.12.002
Medina, J. (2004b). The meanings of silence: Wittgensteinian contextualism and polyphony. Inquiry, 47(6), 562–579. doi:10.1080/00201740410004304
Medina, J. (2008). Whose Meanings?: Resignifying Voices and Their Social Locations. The Journal of Speculative Philosophy, 22(2), 92–105. doi:10.1353/jsp.0.0030
Medway, P. (1996). Virtual and Material Buildings: Construction and Constructivism in Architecture and Writing. Written Communication, 13(4), 473–514. doi:10.1177/0741088396013004002
Mehan, H. (2008). A Sociological Perspective on Opportunity to Learn and Assessment. In P. Moss, D. Pullin, J. P. Gee, E. Haertel, & L. J. Young (Eds.), Assessment, equity, and opportunity to learn (pp. 42–75). Cambridge: Cambridge University Press.
Menken, K. (2013). Emergent bilingual students in secondary school: Along the academic language and literacy continuum. Language Teaching, 46(4), 438 – 476.
Minar, E. (2010). The philosophical significance of meaning-blindness. In W. Day & V. Krebs (Eds.), Seeing Wittgenstein anew (pp. 183 – 203). Cambridge: Cambridge University Press.
Moll, L. (1990). Introduction. In L. Moll (Ed.), Vygotsky and education: instructional implications and applications of sociohistorical psychology (pp. 1 – 27). Cambridge: Cambridge University Press.
Monk, R. (1990). Ludwig Wittgenstein: the duty of genius. London: Vintage.
Monk, R. (1999, July 29). Wittgenstein’s Forgotten Lesson. Propsect Magazine. Retrieved from http://www.prospectmagazine.co.uk/magazine/ray-monk-wittgenstein/#.Uo_n_pHqvGY
Monk, R. (2005). How to read Wittgenstein. London: Granta Books.
Moyal-Sharrock, D. (2010). Coming to Language: Wittgenstein’s Social “Theory” of Language Acquisition. In SOL Conference 6-8 May 2010. Bucharest.
Moyal-Sharrock, D. (2013). Wittgenstein Today. In International Conference on Wittgenstein and Contemporary Philosophy and the Inaugural Meeting of the Chinese Wittgenstein Society. Beijing: Beijing Normal University.
Nelson, D. L. (2012). Implementing Mindfulness : Practice as the Home of Understanding. Paideusis, 20(2), 4–14.
Newell, A. (1990). Unified theories of cognition. Cambridge, MA: Harvard University Press.
Newell, A., & Simon, H. A. (1972). Human problem solving. New York: Prentice-Hall.
Newmann, F. M., Smith, B., Allensworth, E., & Bryk, A. S. (2001). Instructional Program Coherence: What It Is and Why It Should Guide School Improvement Policy. Educational Evaluation and Policy Analysis, 23(4), 297–321. doi:10.3102/01623737023004297.
Nordmann, A. (2005). Wittgenstein’s Tractatus: an introduction. Cambridge: Cambridge University Press.
Norman, D. A. (1988). The design of everyday things. New York: Basic Books.
Nussbaum, M. (1995). Poetic justice: the literary imagination and public life. Boston: Beacon Press.
Ogbu, J. (1987). Opportunity, structure, cultural boundaries and literacy. In J. Langer (Ed.), Language, literacy and culture: Issues of society and schooling. Norwood, NJ: Ablex.
Olssen, M. E. H. (2010). Discourse, Complexity, Life: Elaborating the Possibilities of Foucault’s Materialist Concept of Discourse. Beyond Universal Pragmatics. Interdisciplinary Communication Studies, 4, 25 – 58.
Painter, C. (1999). Preparing for school: developing a semantic style for educational knowledge. In F. Christie (Ed.), Pedagogy and the shaping of consciousness (pp. 66 – 87). London: Cassell.
Painter, C. (2003). Developing attitude: An ontogenetic perspective on appraisal. Text - the Hague Then Amsterdam Then Berlin, 23(2), 183 – 210.
Palinesar, A. S. (1987). Reciprocal Teaching. Instructor, 96(2), 5 – 60.
Peters, M. (2010a). Philosophy, therapy and unlearning. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 101 – 130). London: Paradigm Publishers.
Peters, M. (2010b). Wittgenstein as exile: a philosophical topography. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 15 – 34). London: Paradigm Publishers.
Philips, S. (1972). Participant structures and communicative competence: Warm Springs children in community and classroom. In C. Cazden, V. John, & D. Hymes (Eds.), Functions of language in the classroom. New York: Teachers College Press.
Phillips, D. (1977a). The social nature of mathematics. In Wittgenstein and scientific knowledge (pp. 119 – 141). London: Macmillan Publishers Limited.
Phillips, D. (1977b). Wittgenstein and scientific knowledge. London: Macmillan Publishers Limited.
Pierce, C. S. (1958). Collected papers of Charles Sanders Peirce (8 vols). (C. Hartshone Weiss & A. Burks, Eds.). Cambridge, MA: Harvard University Press.
Pitkin, H. F. (1972). Wittgenstein and Justice. Berkeley, CA: University of California Press.
Plebani, M. (2010). Reconsidering Wittgenstein’s Philosophy of Mathematics.
Polya, G. (1945). How To Solve It. Princeton, NJ: Princeton University Press.
Pylyshyn, Z. (1984). Computation and cognition. Cambridge, MA: MIT Press.
Rhees, R. (2006). Wittgenstein and the possibility of discourse (2nd ed.). Oxford, UK: Blackwell Publishing.
Rich, A. (1978). Trancendental Etude. In The Dream of a Common Language: poems 1974 - 1977. New York: W.W. Norton & Company.
Rickford, J. R., & Rickford, R. J. (2000). Spoken soul: The story of Black English. New York: John Wiley & Sons.
Rogoff, B. (1995). Observing sociocultural activity on three planes: participatory appropriation, guided participation, and apprenticeship. In J. Wertsch, P. Del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139 – 164). Cambridge University Press.
Rose, D., & Martin, J. (2012). Learning to write, reading to learn: genre, knowledge and pedagogy in the Sydney School. Sheffield: Equinox Publishing.
Rueda, R., & Dembo, M. (1995). Motivational processes of learning: A comparative analysis of cognitive and sociocultural frameworks. In M. Maehr & P. Pintrich (Eds.), Advances in motivation and achievement: culture, motivation and achievement (pp. 255 – 289). Greenwich, CT: JAI Press.
Rueda, R., MacGillivray, L., Monzó, L., & Arzubiaga, A. (2000). Engaged reading: a multilevel approach to considering sociocultural factors with diverse learners. In Research on Sociocultural Influences on Motivation and Learning, Volume 1 (pp. 233 – 264). IAP. Retrieved from http://books.google.com/books?hl=en&lr=&id=OT12dZ0binIC&pgis=1
Scardamalia, M., & Bereiter, C. (1983). The Development of Evaluative, Diagnostic and Remedial Capabilities in Children’s Composing. In M. Martlew (Ed.), The Psychology of Written Language: A Developmental Approach. London: Wiley.
Scardamalia, M., & Bereiter, C. (1985). Fostering the Development of Self-regulation in Children’s Knowledge Processing. In S. F. Chipman, J. W. Segal, & R. Glaser (Eds.), Thinking and Learning Skills: Research and Open Questions. Hillsdale, NJ: Lawrence Erlbaum Associates.
Scheman, N. (1996). Forms of life: mapping the rough ground. In H. Sluga & D. Stern (Eds.), The Cambridge companion to Wittgenstein (pp. 383 – 410). Cambridge: Cambridge University Press.
Schneider, H. J. (2014). Wittgenstein’s later theory of meaning: imagination and calculation. Oxford, UK: John Wiley & Sons.
Schoenfeld, A. H. (1983). Problem Solving in the Mathematics Curriculum: A Report, Recommendations and an Annotated Bibliography.
Schoenfeld, A. H. (1985). Mathematical Problem Solving. New York: Academic Press.
Schwandt, T. (1994). Constructivist, interpretivist approaches to human inquiry. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 118 – 137). Thousand Oaks: SAGE Publications.
Semali, L. (1994). The Social and Political Context of Literacy Education for Pastoral Societies: The Case of the Maasai of Tanzania.
Semali, L. (1999). Community as classroom:(Re) valuing indigenous literacy. In What is indigenous knowledge? (pp. 95 – 118).
Semali, L., Grim, B., & Maretzki, A. (2007). Barriers to the inclusion of indigenous knowledge concepts in teaching, research, and outreach. Journal of Higher Education Outreach and Engagement, 11(2), 73 – 88.
Semali, L., & Maretzki, A. (2004). Valuing indigenous knowledges: Strategies for engaging communities and transforming the academy. Journal of Higher Education Outreach and Engagement, 10(1), 91 – 106.
Shotter, J. (1984). Social accountability and selfhood. Oxford, UK: Basil Blackwell.
Shotter, J. (1993). Conversational realities: the constructing of life through language. London: SAGE Publications.
Shotter, J. (1996). Talking of saying, showing, gesturing and feeling in Wittgenstein and Vygotsky. Communication Review, 1(4), 471 – 495.
Simon, H. (1978). Information-processing theory of problem solving. In Handbook of learning and cognitive processes: human information processing (Vol. 5) (pp. 271 – 295). Hillsdale, NJ: Lawrence Erlbaum Associates.
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