"To Be Part of the Story": The Literacy Practices of Gangsta Adolescents

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To Seem and to Feel: Situated Identities and Literacy Practices (2007, background): “For example, Moje (2000) discussed her informants’ intricate, complicated, and unsanctioned graffiti literacy practices—practices which earned them the admiration of their peers, but only vilification from others (including their teachers); Finders (1997) found that girls in junior high school…”
The Interdependence of Social Identification and Learning (2004, background): “As described by Foley (1996), Moje (2000), Willis (2001), and others, such silence need not be interpreted negatively, as lack of intelligence or as a refusal to act.”
In Other Words: Translating or “Para‐Phrasing” as a Family Literacy Practice in Immigrant Households (2003, unknown): “…and to trace historical predecessors as well as contemporary manifestations of each literacy practice (Auerbach, 1989; Besnier, 1995; Duranti & Ochs, 1986, 1996; Duranti, Ochs, & Ta'ase, 1995; Guerra, 1998; Heath, 1983; Lee, 1995; Mahiri, 1998; Moje, 2000; Schieffelin & Cochran-Smith, 1984).”
Re‐framing adolescent literacy research for new times: Studying youth as a resource (2002, background): “Several studies have examined how young people read and write in places other than school (Alvermann, Hagood, Heron, Hughes, & Williams, 2001; Alvermann, Young, Green, & Wisenbaker, 1999; Finders, 1997; Lewis & Fabos, 2000; Moje, 2000).”