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Wittgensteinian Readings Organised By Topic

BY WITTGENSTEIN I ABOUT WITTGENSTEIN & HIS PHILOSOPHY I SEEING ASPECTS I LANGUAGE LEARNING I BEING LITERATE I ON LITERATURE I ON NUMERACY I ON PRACTICES I ON LEARNING & KNOWING I IN & EX-CLUSION

(or suggest a reading to be added)

By Wittgenstein

Wittgenstein, L. (1967a). Remarks on Frazer’s Golden Bough. Synthese, 17, 233 – 253.
Wittgenstein, L. (1967b). Zettel. (G. E. M. Anscombe & G. H. von Wright, Eds.). Berkeley, CA: University of California Press.
Wittgenstein, L. (1969). On Certainty. (G. E. M. Anscombe & G. H. von Wright, Eds.). New York: Harper Torchbooks.
Wittgenstein, L. (1974). Philosophical Grammar. (R. Rhees, Ed.). Berkeley, CA: University of California Press.
Wittgenstein, L. (1978). Remarks on the Foundation of Mathematics. (G. H. von Wright, G. E. M. Anscombe, & R. Rhees, Eds.) (3rd ed.). Chicago: University of Chicago Press.
Wittgenstein, L. (1980a). Culture and value. Chicago: University of Chicago Press.
Wittgenstein, L. (1980b). Remarks on the Philosophical of Psychology, Vol. 1. (G. E. M. Anscombe & G. H. von Wright, Eds.). Oxford, UK: Blackwell Publishing.
Wittgenstein, L. (1982). Last writing on the philosophy of psychology: Vol 1, preliminary studies for Part II of Philosophical Investigations. (G. H. von Wright & H. Nyman, Eds.). Oxford, UK: Blackwell Publishing.
Wittgenstein, L. (1992). Last writings on the Philosophy of Psychology. Vol 2. The Inner and the Outer, 1949 - 1951. (G. H. von Wright & H. Nyman, Eds.). Oxford, UK: Blackwell Publishing.
Wittgenstein, L. (2001a). Philosophical Investigations (3rd ed.). Oxford, UK: Blackwell Publishing.
Wittgenstein, L. (2001b). Tractatus logico-philosophicus. London: Routledge.

For a full list of works by Ludwig Wittgenstein, refer to Wittgenstein's bibliography at the Stanford Encyclopaedia of Philosophy [online].

About Wittgenstein & His Philosophy

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.
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.
Cavell, S. (1989). The new yet unapproachable America: lectures after Emerson after Wittgenstein. 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.
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.
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.
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.
Fogelin, R. (2009). Taking Wittgenstein at his word: a textual study. Princeton: Princeton University Press.
Garver, N. (1996). Philosophy as grammar. In H. Sluga & D. Stern (Eds.), The Cambridge companion to Wittgenstein (pp. 139 – 170). Cambridge: Cambridge University Press.
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.
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.
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.
Huemer, W. (2006). The transition from causes to norms: Wittgenstein on training. Grazer Philosophische Studien, 71(1), 205 – 225.
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.
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.
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
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.
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.
Nordmann, A. (2005). Wittgenstein’s Tractatus: an introduction. Cambridge: Cambridge University Press.
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.
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.
Phillips, D. (1977). Wittgenstein and scientific knowledge. London: Macmillan Publishers Limited.
Pitkin, H. F. (1972). Wittgenstein and Justice. Berkeley, CA: University of California Press.
Rhees, R. (2006). Wittgenstein and the possibility of discourse (2nd ed.). Oxford, UK: Blackwell Publishing.
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.
Shotter, J. (1996). Talking of saying, showing, gesturing and feeling in Wittgenstein and Vygotsky. Communication Review, 1(4), 471 – 495.
Sluga, H. (2011). Wittgenstein. Oxford, UK: Wiley-Blackwell.
Smeyers, P. (2010). Images and pictures, seeing and imagining. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 81 – 100). London: Paradigm Publishers.
Smeyers, P., & Burbles, N. (2010). Education as initiation into practices. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 183 – 198). London: Paradigm Publishers.
Smeyers, P., & Peters, M. (2010). “Perspicuous representation,” genealogy and interpretation. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 35 – 64). London: Paradigm Publishers.
Stern, D. (2004). Wittgenstein’s Philosophical Investigations: an introduction. Cambridge: Cambridge University Press.
Sterrett, S. G. (2005). Pictures of Sounds: Wittgenstein on Gramophone Records and the Logic of Depiction. Studies in History and Philosophy of Science Part A, 36(2), 351–362.
Sterrett, S. G. (2006). Wittgenstein flies a kite: a story of models of wings and models of the world. New York: Pi Press.

For further references that discuss the philosophy of Ludwig Wittgenstein, refer to Wittgenstein's bibliography at the Stanford Encyclopaedia of Philosophy [online]. (You will need to scroll down to the Secondary Sources section.)

Seeing Aspects

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.
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. (2010). The touch of words. In W. Day and V. Krebs (Eds), Seeing Wittgenstein anew. (pp. 81 - 98). Cambridge: Cambridge University Press.
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.
Corder, S. P. (1967). The significance of learners’ errors. International Review of Applied Linguistics, 5, 160 – 170.
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.
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.
Gibson, J. J. (1979). The ecological approach to visual perception. Boston: Houghton Miflin.
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.
Humphrey, N. (2006). Seeing red: a study in consciousness. Cambridge, MA: Belknap 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.
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.
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.
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.
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.
Painter, C. (2003). Developing attitude: An ontogenetic perspective on appraisal. Text - the Hague Then Amsterdam Then Berlin, 23(2), 183 – 210.
Peters, M. (2010). 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.
Pylyshyn, Z. (1984). Computation and cognition. Cambridge, MA: MIT Press.
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.
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.
Smeyers, P. (2010). Images and pictures, seeing and imagining. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 81 – 100). London: Paradigm Publishers
Wolf, M., Ullman-Shade, C., & Gottwald, S. (2012). The Emerging, Evolving Reading Brain in a Digital Culture: Implications for New Readers, Children With Reading Difficulties, and Children Without Schools. Journal of Cognitive Education and Psychology, 11(3), 230–240. doi:10.1891/1945-8959.11.3.230

Language Learning

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.
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
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.
Chomsky, N. (1986). Knowledge of language: Its nature, origin, and use. New York: Praeger.
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.
Dulay, H., Burt, M., & Krashen, S. (1982). Language two. Oxford, UK: Oxford University Press.
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.
Fodor, J. (1975). The language of thought. Cambridge, MA: Harvard 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. (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.
Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5(2), 93 – 116.
Halliday, M. A. K., & Matthiessen, C. M. I. M. (1999). Construing experience through meaning: A language-based approach to cognition. New York: Continuum.
Krashen, S. D. (1983). Principles and practices in second language acquisition. Oxford, UK: Oxford University Press.
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.
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
Menken, K. (2013). Emergent bilingual students in secondary school: Along the academic language and literacy continuum. Language Teaching, 46(4), 438 – 476.
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.
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.
Pitkin, H. F. (1972). Wittgenstein and Justice. Berkeley, CA: University of California Press.
Rhees, R. (2006). Wittgenstein and the possibility of discourse (2nd ed.). Oxford, UK: Blackwell Publishing.
Rickford, J. R., & Rickford, R. J. (2000). Spoken soul: The story of Black English. New York: John Wiley & Sons.
Schneider, H. J. (2014). Wittgenstein’s later theory of meaning: imagination and calculation. Oxford, UK: John Wiley & Sons.
Shotter, J. (1996). Talking of saying, showing, gesturing and feeling in Wittgenstein and Vygotsky. Communication Review, 1(4), 471 – 495.
Smitherman, G. (1977). Talkin and testifin: The language of Black America. Boston: Houghton Miflin.
Tomasello, M. (1999). The cultural origins of human cognition. Cambridge, MA: Harvard University Press.
Tomasello, M. (2000). The item-based nature of children’s early syntactic development. Trends in Cognitive Sciences, 4(4), 153 – 163.
Tomasello, M. (2003). Constructing a language: a usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.
Tomasello, M., & Carpenter, M. (2007). Shared intentionality. Developmental Science, 10(1), 121 – 125.
Vygotsky, L. (1978). Mind in society: the development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.
Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press.
Wells, G. (1999). Dialogic inquiry: toward a sociocultural practice and theory of education. Cambridge: Cambridge University Press.
Wolf, M. (2008). Proust and the squid: the story and science of the reading brain. Cambridge: Icon Books.
Wolf, M., Gottwald, S., & Orkin, M. (2009). Serious word play: how multiple linguistic emphases in RAVE-O instruction improve multiple reading skills. Perspectives on Language and Literacy, 21 – 24.

Being Literate

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
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
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.
Cairney, T., & Ruge, J. (1998). Community literacy practices and schooling: toward effective support for students. Canberra City, ACT.
Chenowyth, N., & Hayes, R. (2003). The inner voice of writing. Writing Communications, 20, 99 – 118.
Fish, S. (2011). How to write a sentence: and how to read one. New York: HarperCollins Publishers.
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
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.
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
Halliday, M. A. K., & Martin, J. (1993). Writing science: Literacy and discursive power. Pittsburgh: University of Pittsburgh Press.
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.
Kucer, S. (2005). Dimensions of literacy: a conceptual base for teaching reading and writing in school settings (2nd ed.). London: Lawrence Erlbaum Associates.
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.
Macedo, D. (2001). Foreword. In P. Freire (Ed.), Pedagogy of freedom: ethics, democracy and civic courage (pp. xi – xxxii). Maryland: Rowman & Littlefield Publishers.
Menken, K. (2013). Emergent bilingual students in secondary school: Along the academic language and literacy continuum. Language Teaching, 46(4), 438 – 476.
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
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.
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.
Palinesar, A. S. (1987). Reciprocal Teaching. Instructor, 96(2), 5 – 60.
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.
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.
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).
Sparks, D. (2003). Interview with Michael Fullan: Change agent. Journal of Staff Development, 24(1), 55 – 58.
Spivey, N. N. (1997). The constructivist metaphor: reading, writing, and the making of meaning. San Diego, CA: Academic Press.
Verhoeven, L., & Snow, C. (2001). Literacy and motivation: bridging cognitive and sociocultural viewpoints. In L. Verhoeven & C. Snow (Eds.), Literacy and motivation: reading engagement in individuals and groups (pp. 1 – 22). New Jersey: Lawrence Erlbaum Associates.
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On Literature

Bakhtin, M. (1981). The Dialogic Imagination. Austin: University of Texas Press.
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On Numeracy

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On Practices

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On Learning & Knowing

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