Children out of bounds: The power of case studies in expanding visions of literacy development

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Out on the playground, children claim and define spaces, be their game Greek gods or kickball, cops-’n-robbers or hopscotch. And, of course, who’s “in” and who’s “out” is often a matter of contention. In many ways, this same task of establishing and maintaining boundaries faces adults who construct case studies, that is, studies of “bounded systems” in all their dynamic complexity (Stake, 1988, p. 256). The case might be a particular community, group, or, of particular interest in this chapter, individual. Whatever the unit, however, the “case” has a way of going out of bounds, forcing the observer to reconsider the designated spaces.

Original languageEnglish (US)
Title of host publicationHandbook of Research on Teaching Literacy Through the Communicative and Visual Arts
EditorsJames Flood, Diane Lapp, Shirley Brice Heath
PublisherRoutledge
Pages167-180
Number of pages14
ISBN (Electronic)9781135603700
ISBN (Print)9780805853797
DOIs
StatePublished - Jan 1 2004
Externally publishedYes

ASJC Scopus subject areas

  • Social Sciences(all)
  • Arts and Humanities(all)

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    Dyson, A. H. (2004). Children out of bounds: The power of case studies in expanding visions of literacy development. In J. Flood, D. Lapp, & S. B. Heath (Eds.), Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts (pp. 167-180). Routledge. https://doi.org/10.4324/9781410611161-26