|
PLACE
AND THE CONSTRUCTION OF
IDENTITY
|
Bibliography
Astor, R. A., Meyer, H. A.,
& Behre, W. J. (1999, Spring). Un-owned places and
times: Maps and interviews about violence in high schools.
American Educational Research Journal, 36(1),
3-42.
Bakhtin, M. M. (1981).
The Dialogic Imagination (C. Emerson & M.
Holquist, trans.). Austin: University of Texas
Press.
Becker, F. D. (1977).
Housing Messages. Stroudsburg, PA: Dowden,
Hutchinson, Ross.
Bruner, J (1986). Actual
Minds, Possible Worlds. Cambridge: Harvard University
Press.
Bruner, J. (1990). Acts
of Meaning. Cambridge: Harvard University
Press.
Burkitt, I. (1991).
Social Selves: Theories of the Social Formation of
Personality. London: Sage Publications.
Burton, L. M., &
Price-Spratlen, T. (1999). Through the eyes of children: An
ethnographic perspective on neighborhoods and child
development. In A. Hasten (Ed.). Cultural Processes in
Child Development. Mahwah, NJ: Lawrence Erlbaum and
Associates, pp. 77-96.
Charon, J. (1995).
Symbolic Interactionism: An Introduction, an
Interpretation, and Integration. New Jersey: Prentice
Hall.
Coles, Robert (1997) The
Moral Intelligence of Children. New York: Random
House.
Dixon, J. & Durrheim, K.
(2000). Displacing place-identity: A discursive approach to
locating self and other. British Journal of Social
Psychology, 39, 27-44.
Ely, Melzi, & Hadge
(1998). Being brave, being nice: Themes of agency and
communion in children's narratives. Journal of Personality,
66, 257-283.
Ennew, J. (1994). Time for
children or time for adults. In J. Qvortrup et al. (Eds.),
Childhood Matters: Social Theory, Practice, and
Politics. Aldershot: Avebury, pp. 125-143.
Gardner, Howard (1999).
Intelligence Reframed: Multiple Intelligences for the
21st Century. New York: Basic Books.
Giroux, H. (1988). Literacy
and the pedagogy of voice and political empowerment.
Educational Theory, 38, 61-75.
Goffman, E. 1974. Frame
Analysis. Cambridge, MA: Harvard University
Press.
Hanyu, K. (2000). Visual
properties and affective appraisals in residential areas in
daylight. Journal of Environmental Psychology, 20,
273-284.
Heath, S. B. (1986).
Separating "things of the imagination" from life: Learning
to read and write. In W. H. Teale and E. Sulzby (Eds.),
Emergent Literacy: Writing and Reading. Norwood:
Ablex Publishing, pp.156-172.
Hummons. D. M. (1990).
Commonplaces: Community Ideology and Identity in American
Culture. Albany: State University of New York
Press.
Hutchison, E. (Ed.). (1999).
Dimensions of Human Behavior: Person and
Environment. Thousand Oaks, CA: Pine Forge
Press.
James, A., Jenks, C., &
Prout, A. (1998). Theorizing Childhood. New York:
Teachers College Press.
Jenks, C. (2000). Children's
places and spaces in the world. Childhood, 7, 1,
5-9.
Kahn, P.H. (1999). The
Human Relationship with Nature: Development and Culture.
Cambridge: MIT Press.
Kolb, D. A. (1984).
Experiential Learning: Experience as a Source of Learning
and Development. Englewood Cliffs, NJ:
Prentice-Hall.
Labov, W. & Waletsky, J.
(1967). Narrative analysis: Oral versions of personal
experience. In J. Helm (Ed.), Essays in the Verbal and
Visual Arts. Seattle: University of Washington Press,
American Ethnological Society, pp. 12-44.
Lynch, K. (1979). The
spatial world of the child. In W. Michelson, S. V. Levine,
& E. Michelson (Eds.), The Child in the City: Today
and Tomorrow. Toronto: University of Toronto Press, pp.
102-127.
Manzo, L. C. (1994).
Relationships to Non-residential places: Towards a
Reconceptualization of Attachment to Place (Doctoral
Dissertation, City University of New York)
Marcus, C. C. (1997).
House as a Mirror of Self. Berkeley: Conari
Press.
Matthews, H., & Limb, M.
(1999). Defining an agenda for the geography of children:
Review and prospect. Progress in Human Geography, 23,
1, 61-90.
McAdams, D. P. (1988).
Power, Intimacy, and the Life Story: Personological
Inquiries into Identity. New York: Guilford
Press.
McAdams, D. P. (1993).
The Stories We Live by: Personal Myths and the Making of
the Self. New York: William Morrow.
McGinley, W. &
Kamberelis, G. (1992). Transformative functions of
children's writing. Language Arts, 69(5),
330-338.
Opie, I. & Opie, P.
(1977). The Lore and Language of Schoolchildren
(1959). Oxford: Oxford University Press.
Perkins, D., Meeks, J.,
& Taylor, R. (1992). The physical environment of street
blocks and residential perceptions of crime and disorder:
Implications for theory and measurement. Journal of
Environmental Psychology, 12, 21-34.
Peterson, C. & McCabe,
A. (1983). Developmental Psycholinguistics: Three Ways of
looking at a Child's Narrative. New York: New American
Library.
Proshansky, H., Fabian, A.
K., & Kaminoff, R. (1983). Place-identity: Physical
world socialization of the self. Journal of Environmental
Psychology, 3, 57-83.
Relph E. (1976). Place
and Placelessness. London: Pion Limited.
Rivlin, L. G. (1987). The
neighborhood, personal identity, and group affiliations. In
Altman & Wandersman (Eds.), Neighborhood and
Community Environment. New York: Plenum Press, pp.
1-34.
Rivlin, L. G. & Wolfe,
M. (1985). Institutional Settings in Children's
Lives. New York: John Wiley.
Roche. J. (1999). Children:
Rights, participation and citizenship. Childhood, 6,
4, 475-493.
Sarbin, T. R. (1983).
Place-identity as the component of an addendum. Journal
of Environmental Psychology, 3, 337-342.
Sarbin, T. R. (1986). The
narrative as a root metaphor for psychology. In T. R. Sarbin
(Ed.), Narrative Psychology: The Storied Nature of Human
Conduct. New York, Praeger, pp. xx-xx.
Silvano, A (1976).
Creativity: The Magic Synthesis. New York: Basic
Books.
Skjaevelend, O. &
Garling, T. (1997). Effects of interactional space on
neighborhood. Journal of Environmental Psychology, 17,
181-198.
Sperry, L. L. & Sperry,
D. E. (1995). Young children's presentations of self in
conversational narration. In L. L. Sperry & P.A. Smiley
(Eds.), Exploring Young Children's Concepts of Self and
Other through Conversation. New Directions of Child
Development, No. 69. San Francisco: Jossey-Bass, pp.
47-60.
Sutton, S. E. (1996).
Weaving a Tapestry of Resistance: The Places, Power, and
Poetry of a Sustainable Society, Critical studies in
education and culture series, H. A. Giroux & P. Freire
(Series Eds.). Westport: Bergin and Garvey.
Sutton, S.E. qne Kemp, S. P.
(2002, March-June). Children as partners in neighborhood
placemaking: Lessons from interdisciplinary,
intergenerational design charrettes. Journal of
Environmental Psychology, 22, 1-2, pp.
171-189.
Tappan, M. B. (1991a).
Narrative, authorship, and the development of moral
authority. In M. B. Tappan & M. J. Packer (Eds.),
Narrative and Storytelling: Implications for
Understanding Moral Development. San Francisco:
Jossey-Bass, pp. 5-25.
Tappan, M. B. (1991b). Texts
and contexts. Language, culture, and the development of
moral functioning. In L. T. Winegar & J. Valsiner
(Eds.), Children's Development within Social Contexts:
Metatheoretical, Theoretical, and Methodological Issues.
Hillsdale, N.J.: Erlbaum, pp. xx-xx.
Tuan, Y-F. (1977). Space
and Place: The Perspective of Experience. Minneapolis:
Univrsity of Minneapolis Press.
Tuan, Y-F. (1989).
Morality and Imagination: Paradoxes of Progress.
Madison: Univrsity of Wisconsin Press.
Wiley, A. R., Rose, A. J.,
Burger, L. K. & Miller, P. J. (1998, June). Constructing
autonomous selves through narrative practices: A comparative
study of working-class and middle-class families. Child
Development, 69, 3, 833-847.
|