Gregorio Hernández-Zamora: Decolonizing Literacy: Mexican Lives in the Era of Global Capitalism
Walter Mignolo: Las geopolíticas del conocimiento y colonialidad del poder
SINOPSIS: Entrevista a Walter Mignolo en la que aborda el tema de la colonialidad del saber, la exclusión del ex-Tercer Mundo de la historia de la filosofía, la subordinación del conocimiento azteca e inca por los misioneros de la conquista (por su falta de "letras", es decir de "luces"), los macro-relatos que enmarcan la historia del saber, la posibilidad de que para la situación histórico-social en América Latina el conocimiento producido por los zapatistas sea más relevante que el que produce Habermas y otros intelectuales europeos; el papel de la diferencia colonial en las nociones de interculturalidad y multiculturalidad; y el papel de los académicos o intelectuales: intelectual orgánico, scholar, o pensador crítico.
Santiago Castro-Gómez y Ramón Grosfoguel: El giro decolonial: Reflexiones para una diversidad epistémica más allá del capitalismo global
NOTA: Libro publicado en 2007, que compila trabajos de autores clave en el contexto Latino/Americano. Incluye nombres, conceptos, historia y lugares clave en la emergencia del pensamiento decolonial (diferente al pensamiento Postcolonial anglosajón, como explican los autores).
SOBRE El ‘Ser-en-sí’ y el ‘Ser-para-sí’
Nuestro amigo literato nos explica muy sencillamente las características del ser en si y el para en si explicando que el ‘ser-en-sí’ es el objeto, la cosa. El ser es lo que es, y nada más. Es una entidad densa, encerrada en sí misma, no mantiene relación con ningún otro. No existe fuera de sí y se agota en sí mismo. No puede llegar a ser otro, y de esta carencia de relación se explica su incognoscibilidad.
Este ser no es todo el ser. Existe una extraña relación de ser y no-ser: El ‘ser-para-sí’, es la conciencia o realidad humana. Es un ser incompleto, no acabado, que ha de realizarse. Es, sobretodo, conciencia de la nada, puesto que puede ser de otra manera, aspira a otro ser. En el ser-para-sí encontramos el no-ser. Mientras el ser-en-sí es lo que es; el ser-para-sí, el hombre, es un proyecto que existe en la medida que se realiza. El hombre debe romper la sombra del ser-en-sí para relacionarse con el mundo, con la temporalidad concreta. El ser-en-sí es tranquilo, porque no se cuestiona nada. El ser- para-sí vive la intranquilidad de ser más o de otra manera. Esta proyección hacia la realización es un sentimiento de vértigo que Sartre denomina ‘náusea’. Afirma Sartre el hombre es no más lo que él se hace de él...
DOCUMENTOS SOBRE EDUCACIÓN...
recomendados por alguna razón...
Declaración sobre analfabetismo y alfabetización
Receta para la reforma educativa
Rosa María Torres (Ecuador)
SOBRE ALFABETIZACIÓN
Revista Decisio (Crefal) No. 6: Cultura Escrita
Revista Decisio (Crefal) No. 21: Alfabetización
Diccionario Bio-Bibliográfico de la Educación de Adultos en México (Siglo XX)
CREFAL/ Humberto Salazar
Cronología de conceptualizaciones de los términos alfabetización, analfabetismo y cultura escrita
CREFAL/ Ileana Seda - Juan Barriga Estrada - Miguel Ángel Viveros Hidalgo
VIDEOS
Nociones comunes: Curso Postcolonialidad
bell hooks on politics of representation:
part I Resisting Representation
part II Representation in film /racism internalized
part III: Testigos vigilantes de las representaciones / literacy y sentido de agencia
Angela Davis: How Does Change Happen?
Leonard, Annie (Dir.). (2007). The Story of Stuff. Free Range Studios (La historia de las cosas).
Friedberg, J. (Dir.). (2005). Granito de Arena / Grain of Sand. Canada-Mexico: Corrugated Films.
Achbar, M. & Abbott, J. (Dirs.). (2004). The Corporation [film]. Big Picture Media Corporation.
Debate Chomsky - Foucault (subtitulos en español)
WEBSITES
Wikipedia: Postcolonialism
Infed: Informal and non-formal education, colonialism and development (ver concepto de neo-colonialism)
LIBROS Y ARTÍCULOS
Andrews, M. (2002). ‘Introduction to special issue: counter-narratives and the power to oppose’, Narrative Inquiry, 12(1): 1-6.
Bartlett, L. (2007). Bilingual literacies, social identification, and educational trajectories. Linguistics and Education, 18, 215-231.
Berger, J. (2008). Cómo resistir la prisión-mundo: Un mensaje lleva a otro. México, La Jornada, 13/Jul/2008, pp. 12-13.
Boone, E. and W. D. Mignolo (eds, 1994). Writing without words. Alternative Literacies in Mesoamerica and the Andes. Durham and London: Duke University Press.
Bourdieu, P. (1991). Language and Symbolic Power. Cambridge, MA: Harvard University Press.
Brandes, S. (2002). Staying Sober in Mexico City. Austin, TX: University of Texas Press.
Bruner, J. (1986). El habla del niño. Barcelona: Paidós.
Cámara, G. (2006). Enseñar y aprender con interés: logros y testimonios en escuelas públicas. México: Siglo XXI.
Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.
Canagarajah, A. S. (2002). Reconstructing Local Knowledge. Journal of Language, Identity, and Education. 1(4).243-259
Castañeda, A. (2006). Ciudadanías Excluidas: los Migrantes Mexicanos frente al Estado-Nación. Ponencia presentada en el Seminario Hermenéutica y Multiculturalismo, Escuela Nacional de Antropología, Licenciatura de Etnología, Feb/28/2006.
Chomsky, N. (2000). Chomsky on MisEducation. Laham–Boulder–New York–Oxford: Rowman & Littlefield Publishers.
Chomsky, N. (2002). Understanding Power. New York: The New Press (P. R. Mitchell & J. Schoeffel, eds.).
Cole, M. (1996). Cultural Psychology: A Once and Future Discipline. Cambridge: Harvard UP.
Collins, J. & R. Blot (2003). Literacy and Literacies: Texts, Power, and Identity. Cambridge, UK: Cambridge University Press.
De Rivero, O. (2001). El mito del desarrollo. Los países inviables en el siglo XXI. México: Fondo de Cultura Económica.
Dobrowolsky, A. (2007). (In)Security and Citizenship: Security, Im/migration and Shrinking Citizenship Regimes. Theoretical Inquiries in Law: Vol. 8 : No. 2, Article 11.
Drucker, P. F. (1993). Post-capitalist society. New York, NY: Harper Business.
Dussel, E. (2004). Modernity, European Empires, Colonialism and Capitalism: Towards an Understanding of the Trans-modernity Process. Theologies and Cultures. Rethinking Globalization (Tainan), Vol. 1, No. 1 (2004), pp. 24-50.
Esteva, G. (1992). “Development”. In Wolfgang Sachs (Ed./1992). The Development Dictionary: A Guide to Knowledge as Power. London/Atlantic Highlands, NJ: Zed Books.
Fanon, Frantz (1952/1967). Black Skin, White Masks. New York: Grove Press.
Ferreiro, Emilia (1986). Proceso de alfabetización. La alfabetización en proceso. Buenos Aires, Bibliotecas Universitarias. Centro Editor de América Latina
Fingeret, H.A. (1983). Social network: A new perspective on independence and illiterate adults. Adult Education Quarterly, 33(3), 133-146.
Florescano, E. (1994). Memoria mexicana. México: Fondo de Cultura Económica.
Flower, L. (2008). Community Literacy and the Rhetoric of Public Engagement. Carbondale, IL: Southern Illinbois University Press.
Freire, P. & Macedo, D. (1987). Literacy: Reading the Word & the World. South Hadley, MA: Bergin & Garvey Publishers.
Freire, Paulo (1970). Pedagogía del oprimido. México: Siglo XXI.
Gee, J. P. (1991). What is Literacy? In Mitchell, C. and Weiler, K. (eds.) Rewriting Literacy. Culture and the Discourse of the Other. New York: Bergin & Garvey.
Gee, J. P. (1996). Social Linguistics and Literacies: Ideology in Discourses. London: Taylor & Francis.
Gee, J. P., Hull, G. & Lankshear, C. (1996). The New Work Order: Behind the Language of the New Capitalism. Boulder, CO: Allen & Unwin.
Goodman, Kenneth (1989). Lenguaje integral. Mérida-Venezuela, Editorial Venezolana. [Caps. 1 y 3: lenguaje aprendizaje, prácticas escolares, lenguaje integral]
Goodnow, Jacqueline J.; Peggy J. Miller; Frank Kessel (eds., 1995). Cultural Practices as Contexts for Development. New Directions for Child Development, no. 67. San Francisco: Jossey-Bass Publishers.
Harste, Jerome C. (2003). What Do We Mean by Literacy Now? Voices from the Middle, Volume 10 Number 3, March 2003.
Hall , Anne-Marie (2006). Keeping La Llorona Alive in the Shadow of Cortés: What an Examination of Literacy in Two Mexican Schools Can Teach U.S. Educators. Bilingual Research Journal, 30: 2 Summer 2006.
Heath, S. B. & Mangiola, L. (1991). Children of Promise: Literate Activity in Linguistically and Culturally Diverse Classrooms. Washington, DC: National Education Association.
Hernández Z., Gregorio (2009). Neocolonialismo y políticas de representación: la creación del analfabetismo en México y EU. Lectura y Vida, No. 30, ene-mar 2009.
Hernández Z., Gregorio (2010). Decolonizing Literacy: Mexican Lives in the Era of Global Capitalism (Critical Language and Literacy Studies). Bristol, UK: Multilingual Matters.
Holland, D. & Lave, J. (Eds.) (2001). History in Person: Enduring Struggles, Contentious Practice, Intimate Identities. Santa Fe, New Mexico & Oxford, UK: SAR Press – James Currey.
Holland, D., Lachicotte, W., Skinner, D. & Cain, C. (1998). Identity and Agency in Cultural Worlds. Cambridge, MA: Harvard University Press.
Hornberger, N. H. (2006). Voice and Biliteracy in Indigenous Language Revitalization: Contentious Educational Practices in Quechua, Guarani, and Maori Contexts. Journal of Language, Identity, and Education, 5(4), 277-292.
Horton, M. & Freire, P. (1990). We make the road by walking: Conversations on education and social change. Philadelphia: Temple University Press.
Hull, G. & Hernandez-Zamora, G. (2008). Literacy. In Hult, F. & Spolsky, B. (Eds.), The Handbook of Educational Linguistics. Oxford, UK: Blackwell.
Hull, G. (2003). “Critical Literacy for Challenging Times”. In Hull, Mikulecky, Clair & Kerka (Eds.), Multiple Literacies: A Compilation for Adult Educators. Columbus, OH: Center on Education and Training for Employment.
Hull, Glynda (1993). Hearing Other Voices: A Critical Assessment of Popular Views on Literacy and Work. Harvard Educational Review, Vol. 63, No. 1, Spring 1993.
Ivanic, Roz (1998). Writing and Identity. The discoursal construction of identity in academic writing. Amsterdam/Philadelphia: John Benjamins Publishing.
Jiménez, R., P. Smith, y N. Martínez-León (2003). Freedom and Form: The Language and Literacy Practices of Two Mexican Schools. Reading Research Quarterly, Vol 38, No. 4, Oct-Nov-Dec 2003, pp 488-508.
Jiménez, R., y P. Smith (2008). Mesoamerican Literacies: Indigenous Writing Systems and Contemporary Possibilities. Reading Research Quarterly, 43(1) pp. 28-46.
Kapur, R. (2007). The Citizen and the Migrant: Postcolonial Anxieties, Law, and the Politics of Exclusion/Inclusion. Theoretical Inquiries in Law: Vol. 8: No. 2, Article 8.
Kramsch, C. (2002, ed.). Language Acquisition and Language Socialization: Ecological Perspectives. London/New York: Continuum.
Kress, G. (2003). Literacy in the New Media Age. London: Routledge.
Lam, W. S. E. (2006). Chapter 6: Culture and Learning in the Context of Globalization--Research Directions. Review of Research in Education, v30 n1 p213-237 2006.
Lankshear, C. & O’Connor, P. (1999). Response to “Adult literacy: The next generation”. Educational Researcher. 28 (1), 30-36
Larsen-Freeman, D. (2002). Language acquisition and language use from a chaos/complexity theory perspective. In Kramsch, Claire (ed.), Language Acquisition and Language Socialization: Ecological Perspectives. London/New York: Continuum.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge, MA: Cambridge University Press.
Lave, J., and Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
León-Portilla, M. (1992). La visión de los vencidos. Crónicas indígenas de la conquista. México: UNAM.
Levinson, B. A., Foley, D. E. & Holland D. C. (Eds.) (1996). The Cultural Production of the Educated Person. Critical Ethnographies of Schooling and Local Practice. Albany, NY: SUNY.
Lo Bianco, J. (2000). Multiliteracies and multilingualism. In B. Cope & M. Kalantzis (eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 92-105). London: Routledge.
López Gopar, Mario (2007). El alfabeto marginante en la educación indígena: el potencial de las multiescrituras. Lectura y Vida. Buenos Aires, Año 28, No. 3, sep-07.
López, Luis Enrique (2001b). La cuestión de la interculturalidad y la educación latinoamericana. 7ª Reunión del Comité Regional Intergubernamental del Proyecto Principal de Educación en América Latina y el Caribe, Año 2001. Recuperado 16-Ene-2008, http://www.aulaintercultural.org/IMG/pdf/lopez-unesco.pdf
Luke, A. & Freebody, P. (1997). “Critical Literacy and the Question of Normativity: An Introduction”. In Muspratt, S., Luke, A., and Freebody, P. Constructing Critical Literacies: Teaching and Learning Textual Practice. Cresskill, NJ: Hampton Press.
Luther King Jr., M. (1957). "The Birth of a New Nation," Sermon delivered at Dexter Avenue Baptist Church. Montgomery, Alabama, April/7/1957.
Lytle, Susan (1991). Living Literacy: Rethinking Development in Adulthood. Linguistics and Education, 3.2 (1991): 109-138.
Mace, Jane (1992). Talking about Literacy: Principles & Practice of Adult Literacy Education. London: Routledge.
Martin, H.P. & Schumann, H. (1998). La trampa de la globalización. El ataque contra la democracia y el bienestar. Madrid: Taurus.
McCarty, T.L., Romero, M. E. & Zepeda, O. (2006). Reclaiming the Gift: Indigenous Youth Counter-Narratives on Native Language Loss and Revitalization. American Indian Quarterly, 2006, vol. 30, nos. 1 & 2, 28-48.
McGinnis, T., Goodstein-Stolzberg, A., & Saliana, E. C. (2007). "indnpride": Online spaces of transnational youth as sites of creative and sophisticated literacy and identity work. Linguistics and Education, 18, 283-304.
Mignolo, W. D. (1995). The Darker Side of the Renaissance: Literacy, Territoriality, and Colonization. Ann Arbor, MI: The University of Michigan Press.
Mignolo, W. D. (2000). Local Histories/Global Designs: Coloniality, Subaltern Knowledges, and Border Thinking. Princeton, NJ: Princeton University Press.
Mignolo, Walter D. (1995). The Darker Side of the Renaissance: Literacy, Territoriality, and Colonization. Ann Arbor, MI: The University of Michigan Press.
Miyoshi, M. (1991). Off Center, Power and Culture Relations between Japan and the United States. Cambridge, MA: Harvard University Press.
New London Group (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.
Nirantar (1997). Windows to the World. Developing a Curriculum for Rural Women. New Delhi: Nirantar (Education Series).
Norton, Bonny (2000). Identity and Language Learning. Gender, Ethnicity and Educational Change. New York, NY: Longman.
Ogbu, John. (1999). Beyond Language: Ebonics, Proper English, and Identity in a Black American Speech Community. American Educational Research Journal. Summer/ 99, Vol. 36, No. 2.
Pearson, D. P. (2007). An Endangered Species Act for Literacy Education. Journal of Literacy Research, 39(2), 145-162.
Pennycook, A. (1998). English and the Discourses of Colonialism. London / New York: Routledge.
Philips, S. (1972). Participant structures and communicative competence: Warm Springs children in community and classroom. In C. Cazden, D. Hymes, & V. Johns (Eds.), Functions of language in the classroom. New York, NY: Teachers College Press.
Reich, R. B. (1992). The Work of Nations: Preparing Ourselves for 21st-Century Capitalism. New York, NY: Vintage.
Rogoff, B. (2003). The Cultural Nature of Human Development. New York: Oxford University Press.
Rubinstein-Ávila, E. (2007) From the Dominican Republic to Drew High: What counts asliteracy for Yanira Lara? Reading Research Quarterly, Vol. 42, No. 4, Oct/Nov/Dec 2007
Sachs, Wolfgang (ed. 1992). The Development Dictionary: A Guide to Knowledge as Power. London / Atlantic Highlands, NJ, USA: Zed Books.
Schecter, S. & Bayley, R. (1997). Language Socialization Practices and Cultural Identity: Case Studies of Mexican-Descent Families in California and Texas. TESOL Quarterly, 31, No. 3, 513-542
Este ser no es todo el ser. Existe una extraña relación de ser y no-ser: El ‘ser-para-sí’, es la conciencia o realidad humana. Es un ser incompleto, no acabado, que ha de realizarse. Es, sobretodo, conciencia de la nada, puesto que puede ser de otra manera, aspira a otro ser. En el ser-para-sí encontramos el no-ser. Mientras el ser-en-sí es lo que es; el ser-para-sí, el hombre, es un proyecto que existe en la medida que se realiza. El hombre debe romper la sombra del ser-en-sí para relacionarse con el mundo, con la temporalidad concreta. El ser-en-sí es tranquilo, porque no se cuestiona nada. El ser- para-sí vive la intranquilidad de ser más o de otra manera. Esta proyección hacia la realización es un sentimiento de vértigo que Sartre denomina ‘náusea’. Afirma Sartre el hombre es no más lo que él se hace de él...
DOCUMENTOS SOBRE EDUCACIÓN...
recomendados por alguna razón...
UNESCO
Declaración sobre analfabetismo y alfabetización
Grupo Latinoamericano de Especialistas en Alfabetización y Cultura Escrita (GLEACE)
Rodolfo Ramírez Raymundo
María Elena Hope
RED IRES (Investigación y Renovación Escolar), de España
Receta para la reforma educativa
Rosa María Torres (Ecuador)
SOBRE ALFABETIZACIÓN
Revista Decisio (Crefal) No. 6: Cultura Escrita
Revista Decisio (Crefal) No. 21: Alfabetización
Diccionario Bio-Bibliográfico de la Educación de Adultos en México (Siglo XX)
CREFAL/ Humberto Salazar
Cronología de conceptualizaciones de los términos alfabetización, analfabetismo y cultura escrita
CREFAL/ Ileana Seda - Juan Barriga Estrada - Miguel Ángel Viveros Hidalgo
VIDEOS
Nociones comunes: Curso Postcolonialidad
Watch live streaming video from traficantesdesuenos at livestream.com
bell hooks on politics of representation:
part I Resisting Representation
part II Representation in film /racism internalized
part III: Testigos vigilantes de las representaciones / literacy y sentido de agencia
Angela Davis: How Does Change Happen?
Leonard, Annie (Dir.). (2007). The Story of Stuff. Free Range Studios (La historia de las cosas).
Friedberg, J. (Dir.). (2005). Granito de Arena / Grain of Sand. Canada-Mexico: Corrugated Films.
Achbar, M. & Abbott, J. (Dirs.). (2004). The Corporation [film]. Big Picture Media Corporation.
Debate Chomsky - Foucault (subtitulos en español)
AUDIO
Aldous Huxley: 1962 The ultimate revolution
Speech + transcription: http://pulsemedia.org/2009/02/02/aldous-huxley-the-ultimate-revolution/
Stream audio: http://thinkpress.files.wordpress.com/2009/02/aldous-huxley-the-ultimate-revolution.mp3
WEBSITES
Wikipedia: Postcolonialism
Infed: Informal and non-formal education, colonialism and development (ver concepto de neo-colonialism)
LIBROS Y ARTÍCULOS
Andrews, M. (2002). ‘Introduction to special issue: counter-narratives and the power to oppose’, Narrative Inquiry, 12(1): 1-6.
Bartlett, L. (2007). Bilingual literacies, social identification, and educational trajectories. Linguistics and Education, 18, 215-231.
Berger, J. (2008). Cómo resistir la prisión-mundo: Un mensaje lleva a otro. México, La Jornada, 13/Jul/2008, pp. 12-13.
Boone, E. and W. D. Mignolo (eds, 1994). Writing without words. Alternative Literacies in Mesoamerica and the Andes. Durham and London: Duke University Press.
Bourdieu, P. (1991). Language and Symbolic Power. Cambridge, MA: Harvard University Press.
Brandes, S. (2002). Staying Sober in Mexico City. Austin, TX: University of Texas Press.
Bruner, J. (1986). El habla del niño. Barcelona: Paidós.
Cámara, G. (2006). Enseñar y aprender con interés: logros y testimonios en escuelas públicas. México: Siglo XXI.
Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.
Canagarajah, A. S. (2002). Reconstructing Local Knowledge. Journal of Language, Identity, and Education. 1(4).243-259
Castañeda, A. (2006). Ciudadanías Excluidas: los Migrantes Mexicanos frente al Estado-Nación. Ponencia presentada en el Seminario Hermenéutica y Multiculturalismo, Escuela Nacional de Antropología, Licenciatura de Etnología, Feb/28/2006.
Chomsky, N. (2000). Chomsky on MisEducation. Laham–Boulder–New York–Oxford: Rowman & Littlefield Publishers.
Chomsky, N. (2002). Understanding Power. New York: The New Press (P. R. Mitchell & J. Schoeffel, eds.).
Cole, M. (1996). Cultural Psychology: A Once and Future Discipline. Cambridge: Harvard UP.
Collins, J. & R. Blot (2003). Literacy and Literacies: Texts, Power, and Identity. Cambridge, UK: Cambridge University Press.
Cummins, J. (2002). Lenguaje, poder y pedagogía. Madrid: Morata.
Dobrowolsky, A. (2007). (In)Security and Citizenship: Security, Im/migration and Shrinking Citizenship Regimes. Theoretical Inquiries in Law: Vol. 8 : No. 2, Article 11.
Drucker, P. F. (1993). Post-capitalist society. New York, NY: Harper Business.
Dussel, E. (2004). Modernity, European Empires, Colonialism and Capitalism: Towards an Understanding of the Trans-modernity Process. Theologies and Cultures. Rethinking Globalization (Tainan), Vol. 1, No. 1 (2004), pp. 24-50.
Esteva, G. (1992). “Development”. In Wolfgang Sachs (Ed./1992). The Development Dictionary: A Guide to Knowledge as Power. London/Atlantic Highlands, NJ: Zed Books.
Fanon, Frantz (1952/1967). Black Skin, White Masks. New York: Grove Press.
Ferreiro, Emilia (1986). Proceso de alfabetización. La alfabetización en proceso. Buenos Aires, Bibliotecas Universitarias. Centro Editor de América Latina
Ferreiro, Emilia (1987). Alfabetización teoría y práctica. México: Siglo XXI
Florescano, E. (1994). Memoria mexicana. México: Fondo de Cultura Económica.
Flower, L. (2008). Community Literacy and the Rhetoric of Public Engagement. Carbondale, IL: Southern Illinbois University Press.
Freire, P. & Macedo, D. (1987). Literacy: Reading the Word & the World. South Hadley, MA: Bergin & Garvey Publishers.
Freire, Paulo (1970). Pedagogía del oprimido. México: Siglo XXI.
Gee, J. P. (1991). What is Literacy? In Mitchell, C. and Weiler, K. (eds.) Rewriting Literacy. Culture and the Discourse of the Other. New York: Bergin & Garvey.
Gee, J. P. (1996). Social Linguistics and Literacies: Ideology in Discourses. London: Taylor & Francis.
Gee, J. P., Hull, G. & Lankshear, C. (1996). The New Work Order: Behind the Language of the New Capitalism. Boulder, CO: Allen & Unwin.
Goodman, Kenneth (1989). Lenguaje integral. Mérida-Venezuela, Editorial Venezolana. [Caps. 1 y 3: lenguaje aprendizaje, prácticas escolares, lenguaje integral]
Goodnow, Jacqueline J.; Peggy J. Miller; Frank Kessel (eds., 1995). Cultural Practices as Contexts for Development. New Directions for Child Development, no. 67. San Francisco: Jossey-Bass Publishers.
Harste, Jerome C. (2003). What Do We Mean by Literacy Now? Voices from the Middle, Volume 10 Number 3, March 2003.
Hall , Anne-Marie (2006). Keeping La Llorona Alive in the Shadow of Cortés: What an Examination of Literacy in Two Mexican Schools Can Teach U.S. Educators. Bilingual Research Journal, 30: 2 Summer 2006.
Heath, S. B. & Mangiola, L. (1991). Children of Promise: Literate Activity in Linguistically and Culturally Diverse Classrooms. Washington, DC: National Education Association.
Hernández Z., Gregorio (2009). Neocolonialismo y políticas de representación: la creación del analfabetismo en México y EU. Lectura y Vida, No. 30, ene-mar 2009.
Hernández Z., Gregorio (2010). Tenemos derecho a guardar silencio: Alfabetización, ciudadanía y voz en tiempos de globalización. En Vaca, J. (coord.) Prácticas de lengua escrita: vida, escuela, cultura y sociedad. Xalapa, México: IIE-UV. Serie: Investigación, Vol. 6. Disponible en: http://www.uv.mx/bdie/documents/vaca_practicas_lectura.pdf
Holland, D. & Lave, J. (Eds.) (2001). History in Person: Enduring Struggles, Contentious Practice, Intimate Identities. Santa Fe, New Mexico & Oxford, UK: SAR Press – James Currey.
Holland, D., Lachicotte, W., Skinner, D. & Cain, C. (1998). Identity and Agency in Cultural Worlds. Cambridge, MA: Harvard University Press.
Hornberger, N. H. (2006). Voice and Biliteracy in Indigenous Language Revitalization: Contentious Educational Practices in Quechua, Guarani, and Maori Contexts. Journal of Language, Identity, and Education, 5(4), 277-292.
Horton, M. & Freire, P. (1990). We make the road by walking: Conversations on education and social change. Philadelphia: Temple University Press.
Hull, G. & Hernandez-Zamora, G. (2008). Literacy. In Hult, F. & Spolsky, B. (Eds.), The Handbook of Educational Linguistics. Oxford, UK: Blackwell.
Hull, G. (2003). “Critical Literacy for Challenging Times”. In Hull, Mikulecky, Clair & Kerka (Eds.), Multiple Literacies: A Compilation for Adult Educators. Columbus, OH: Center on Education and Training for Employment.
Hull, Glynda (1993). Hearing Other Voices: A Critical Assessment of Popular Views on Literacy and Work. Harvard Educational Review, Vol. 63, No. 1, Spring 1993.
Ivanic, Roz (1998). Writing and Identity. The discoursal construction of identity in academic writing. Amsterdam/Philadelphia: John Benjamins Publishing.
Jiménez, R., P. Smith, y N. Martínez-León (2003). Freedom and Form: The Language and Literacy Practices of Two Mexican Schools. Reading Research Quarterly, Vol 38, No. 4, Oct-Nov-Dec 2003, pp 488-508.
Jiménez, R., y P. Smith (2008). Mesoamerican Literacies: Indigenous Writing Systems and Contemporary Possibilities. Reading Research Quarterly, 43(1) pp. 28-46.
Kapur, R. (2007). The Citizen and the Migrant: Postcolonial Anxieties, Law, and the Politics of Exclusion/Inclusion. Theoretical Inquiries in Law: Vol. 8: No. 2, Article 8.
Kramsch, C. (2002, ed.). Language Acquisition and Language Socialization: Ecological Perspectives. London/New York: Continuum.
Kress, G. (2003). Literacy in the New Media Age. London: Routledge.
Lam, W. S. E. (2006). Chapter 6: Culture and Learning in the Context of Globalization--Research Directions. Review of Research in Education, v30 n1 p213-237 2006.
Lankshear, C. & O’Connor, P. (1999). Response to “Adult literacy: The next generation”. Educational Researcher. 28 (1), 30-36
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