Whose Story Is It Anyway? Teaching Social Studies and Making Use of Kuwento

References

• Au , K. and Jordan , C. 1981 . “ Teaching reading to Hawaiian children: Finding a culturally appropriate solution ” . In Culture and bilingual classroom: Studies in classroom ethnography , Edited by: Trueba , H. , Guthrie , B. P. and Au , K. H. 139 – 152 . Rowley, MA : Newbury .
   Google Scholar
• Bakhtin , M. M. 1981 . The dialogic imagination: Four essays by M. M. Bakhtin. , Austin : University of Texas Press .
   Google Scholar
• Banks , J. A. 1991 . “ A curriculum for empowerment, action, and change ” . In Empowerment through multicultural education , Edited by: Sleeter , C. E. 125 – 141 . Albany : SUNY Press .
   Google Scholar
• Bruner , J. 1991 . The narrative construction of reality . Critical Inquiry , 18 : 1 – 21 .
   Web of Science ®Google Scholar
• Cazden , C. B. 1994 . “ What is sharing time for? ” . In The need for story: Cultural diversity in classroom and community , Edited by: Dyson , A. H. and Genishi , C. 72 – 79 . Urbana, IL : NCTE .
   Google Scholar
• Cordova , T. and Espiritu , P. C. 2001 . Pinoy Teach: A multicultural curriculum exploring Filipino history and culture , 4th , Seattle, WA : Filipino Youth Activities, Inc. .
   Google Scholar
• Darder , A. 1995 . “ Buscando America: The contributions of critical Latino educators to the academic development and empowerment of Latino students in the U.S. ” . In Multicultural education, critical pedagogy, and the politics of difference , Edited by: Sleeter , C. and McLaren , P. 319 – 347 . Albany : SUNY Press .
   Google Scholar
• Eugenio , D. L. 1981 . Philippine folk literature: An anthology. , Diliman, Quezon City : The University of the Philippines Folklorists .
   Google Scholar
• hooks , B. 1994 . Teaching to transgress: Education as the practice of freedom. , New York : Routledge .
   Google Scholar
• Michaels , S. 1981 . “Sharing time”: Children's narrative styles and differential access to literacy . Language in Society. , 10 : 423 – 442 .
   Web of Science ®Google Scholar
• Phillips , S. 1972 . “ Participant structures and communicative competence: Warm Springs children in community and classroom ” . In Functions of language in the classroom , Edited by: Cazden , C. , John , V. and Hymes , D. 370 – 394 . New York : Teachers College Press .
   Google Scholar
• Shor , I. 1992 . Empowering education: Critical teaching for social change , Chicago : The University of Chicago Press .
   Google Scholar
• Solorzano , D. and Yosso , T. 2000 . “ Toward a critical race theory of Chicana and Chicano education ” . In Charting new terrains in Chicana(o)/Latina(o) education , Edited by: Tejeda , C. , Martinez , C. and Leonardo , Z. 35 – 66 . Cresskill, NY : Hampton .
   Google Scholar
• Tate , W. 1997 . “ Critical race theory and education: History, theory, and implication ” . In Review of research in education , Edited by: Apple , M. 195 – 247 . Washington, DC : American Educational Research Association .
   Google Scholar
• Tintiango-Cubales , A. 2007 . Pin@y educational partnerships: A Filipina/o American studies sourcebook series. , Quezon City, Philippines : Phoenix .
   Google Scholar
• Vascellaro , S. and Genishi , C. 1994 . “All things that mattered”: Stories written by teachers for children ” . In The need for story: Cultural diversity in classroom and community , Edited by: Dyson , A. H. and Genishi , C. 172 – 198 . Urbana, IL : NCTE .
   Google Scholar
• White , H. 1980 . The value of narrativity in the representation of reality . Critical Inquiry , 7 ( 1 ) : 5 – 27 .
   Web of Science ®Google Scholar