References
- Bachelard, G. (1969). The poetics of reverie. Childhood, language, and the cosmos. Boston, MA: Beacon Press.
- Bearne, E., & Wolstencroft, H. (2008). Visual approaches to teaching writing. Multimodal Literacy 5-11. London: Paul Chapman.
- Bernstein, C. (1992). A poetics. Cambridge: Harvard University Press.
- Bourdieu, P. (2005). Language & symbolic power. Cambridge: Polity Press.
- Bourdieu, P., & Champagne, P. (1992). Les exclus de l'intérieur. Actes de la recherché en sciences socials, 91, 71–75.
- Bourdieu, P., & Passeron, J.-C. (1971). Die Illusion der Chancengleichheit. Untersuchungen zur Soziologie des Bildungswesens am Beispiel Frankreichs. Stuttgart: Klett.
- Bramberger, A. (2012). Performances ästhetischer Erziehung und Bildung: “The Cat in the Hat”. In K. Westphal (Ed.), Räume der Unterbrechung. Theater Performance Pädagogik (pp. 213–223). Oberhausen: Athena.
- Bramberger, A. (2013). Lyrikunterricht als sozialer Raum der Sprachaneignung: Kenneth Koch. Zeitschrift ästhetische Bildung, 5(1), 1–16.
- Cho, S., Crenshaw, K. W., & McCall, L. (2013). Toward a field of intersectional studies: Theory, applications, and praxis. Signs. Journal of Women in Culture and Society, 38, 785–810.
- Community-Word Project (2014). Retrieved from http://communitywordproject.
- Culler, J. (1997). Literary theory. A very short introduction. Oxford: Oxford University Press.
- Culler, J. (2001). The pursuit of signs. London: Routledge.
- Culler, J. (2002). Structuralist poetics. Structuralism, linguistics and the study of literature. London: Routledge.
- Derrida, J. (1990). Qu'est-ce que la Poésie? What is poetry? Berlin: Brinckmann & Bose.
- Dewey, J. (1966). Democracy and education. An introduction to the philosophy of education. New York, NY: Free Press.
- Flesch, R. (1955). Why Johnny can't read – And what you can do about it. New York, NY: Harper & Row.
- Flesch, R. (1981). Why Johnny still can't read. A new look at the scandal of our schools. New York, NY: Harper & Row.
- Foucault, M. (1967). Les mots et les choses: une archéologie des sciences humaines. Paris: Gallimard.
- Geisel, T. (1957a). The cat in the hat. New York, NY: Random House.
- Geisel, T. (1957b, November 17). How Orlo got his book. New York Times Book Review, p. 2 and 60.
- Geisel, T. (1958a). Making children want to read. Book Chat, Fall, 29.
- Geisel, T. (1958b). My hassle with the first grade language. Education, 78, 323–325.
- Geisel, T. (1960, November 27). Writing for children: a mission. Los Angeles Times.
- Gouthro, P., & Holloway, S. (2013). Preparing teachers to become lifelong learners: Exploring the use of fiction to develop multiliteracies and critical thinking. Language and Literacy, 15, 50–68.
- Griesmayer, N. (2000). Feststehen in der Flugschaukel des Reims. Laudation zur Vergabe des Staatspreises für Kinderlyrik 1999 an Friedl Hofbauer. 1000 und 1 Buch, 1, p. 18.
- Halbey, H. A. (1997). Bilderbuch: Literatur. Weinheim: Athenäum.
- Heald, R. (2008). Musicality in the language of picture books. Children's Literature in Education, 39, 227–235.
- Hesterman, S. (2013). Early childhood designs for multiliteracies learning. Australian Journal of Language and Literacy, 36, 158–168.
- Hofbauer, F. (1966). Die Wippschaukel. Wien: Jugend und Volk.
- Hofbauer, F. (1969). Traumfibel. Wien: Bergland.
- Hofen, N. (2006). Lehr- und Lernziele. In H.-J. Kliewer & I. Pohl (Eds.), Lexikon Deutschdidaktik (pp. 360–362). Hohengehren: Schneider.
- Janks, H. (2000). Domination, access, diversity and design: A synthesis for critical literacy education. Educational Review, 52, 175–186.
- Janks, H. (2010a). Critical language awareness journals and student identities. Language Awareness, 8, 111–122.
- Janks, H. (2010b). Literacy and power. London: Routledge.
- Koch, K. (1973). Rose, where did you get that red? Teaching great poetry to children. New York, NY: Vintage.
- Koch, K. (1998). Making your own days. The pleasures of reading and writing poetry. New York, NY: Touchstone.
- Koch, K. (1999). Wishes, lies, and dreams: Teaching children to write poetry. New York, NY: Harper Collins.
- Lankshear, C., & Knobel, M. (2010). New literacies. Everyday practices and classroom learning. Berkshire: McGraw-Hill House.
- Linaberger, M. (2004). Poetry top 10: A foolproof formula for teaching poetry. The Reading Teacher, 58(4), 366–372.
- Lips-Sültemeyer, I. von. (1979). Umgang mit Texten der Konkreten Poesie als Beitrag zum sozialintegrativen Literaturunterricht. In E. Nündel, T. Diegritz, E. Fuchshuber, B. Meyer, & I. von Lips-Sültemeyer (Eds.), Sozialintegrative Aspekte des Deutschunterrichts (pp. 79–95). Donauwörth: Auer.
- Mattenklott, G. (2009). Spiele in ästhetischen Bildungsprozessen. In T. Anz & H. Kaulen (Eds.), Literatur als Spiel. Evolutionsbiologische, ästhetische und pädagogische Konzepte (pp. 601–616). Berlin: Walter de Gruyter.
- Mitchell, K. ( Director). (2009, December 16). The cat in the hat by Dr. Seuss, National Theatre, London.
- Nel, P. (2004). Dr. Seuss: American Icon. New York, NY: Continuum.
- Nel, P. (2014). Was the cat in the hat black? Exploring Dr. Seuss's racial imagination. Children's Literature, 42, 71–98.
- Phipps, A. (2007). Other worlds are possible. An interview with Boaventura de Sousa Santos. Language and Intercultural Communication, 7(1), 91–101.
- Popoff, G. (2010). Grasping for imagination in the face of fear. In G. Popoff & Q. A. Lansana (Eds.), Our difficult sunlight. A guide to poetry, literacy, & social justice in classroom and community (pp. 119–124). New York, NY: Teachers & Writers Collaborative.
- Popoff, G., & Lansana, Q. A. (2010). Our difficult sunlight. A guide to poetry, literacy, & social justice in classroom & community. New York, NY: Teachers & Writers Collaborative.
- Roth, R. (1989). On beyond zebra with Dr. Seuss. The New Advocate, 4, 213–225.
- Santos, B. (2010). Entpolarisierte Pluralitäten. Luxemburg, 1, 128–135.
- Shapiro, E. (1975). Toward a developmental perspective on the creative process. Journal of Aesthetic Education, 9, 69–80.
- Tomlinson, B. (2013). To tell the truth and not get trapped: Desire, distance, and intersectionality at the scene of argument. Signs: Journal of Women in Culture and Society, 38, 993–1017.
- Warning, R. (1999). Die Wirklichkeit der Fiktion. In R. Warning (Ed.), Die Phantasie der Realisten (pp. 313–345). München: Fink.
- Wolosky, S. (2000). Democracy in America: By Dr. Seuss. Southwest Review, 85, 167–183.