GSE Publications

Document Type

Journal Article

Date of this Version

December 1996

Abstract

This article argues for a broader conception of both school and work literacies. I present the writing and narratives of adolescent females in their senior year of an urban high school to begin a dialogue about the ways schools and communities can support youth to both imagine and plan for their futures. Ethnographic research methods were used to collect narratives and construct case studies of four young women. In their nuanced pictures of youth, these narratives will inform educators, policy makers, and researchers as they write about and make decisions concerning the futures of these young people.

Comments

Reprinted from Anthropology and Education Quarterly, Volume 27, Issue 4, December 1996, pages 517-544.

Copyright 1996 by the Regents of the University of California/American Anthropological Association. Copying and permissions notice: Authorization to copy this content beyond fair use (as specified in Sections 107 and 108 of the U. S. Copyright Law) for internal or personal use, or the internal or personal use of specific clients, is granted by the Regents of the University of California/on behalf of the American Anthropological Association for libraries and other users, provided that they are registered with and pay the specified fee via Rightslink® on AnthroSource (http://www.anthrosource.net) or directly with the Copyright Clearance Center, http://www.copyright.com.

NOTE: At the time of publication, the author Katherine Schultz was affiliated with the University of Delaware. Currently, April 2007, she is a faculty member of the Graduate School of Education at the University of Pennsylvania.

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Date Posted: 18 April 2007