These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
Content on this site may not meet current digital accessibility standards.
If you require an alternative, accessible format of any information found on this site,
please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
Content on this site may not meet current digital accessibility standards.
If you require an alternative, accessible format of any information found on this site,
please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
Exploring the Literate Trajectories of Youth Across Time and Space
Author: Maisha T. WinnHere, I offer a retrospective research narrative of four of my works, Writing in Rhythm: Spoken Word Poetry in Urban Classrooms (published under Maisha T. Fisher, 2007b); Black Literate Lives: Historical and Contemporary Perspectives (published under Maisha T. Fisher, 2009); Writing Instruction in the Culturally Relevant Classroom (with Latrise P. Johnson; Winn & Johnson, 2011); and Girl Time: Literacy, Justice, and the School-to-Prison Pipeline (Winn, 2011). I revisit these texts in order to contribute to a larger discussion of how activity systems and youth participation in these activity systems provide support for youth to build and sustain literate identities in both schools and in out-of-school contexts.
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