Allan, J., Brown, S., & Riddell, S. (1998). Permission to speak?: Theorizing special edu- cation inside the classroom. In C. Clark, A. Dyson, & A. Millward (Eds.), Theorizing Special Education (pp. 23-31). New York: Routledge.
Allington, R., & McGill-Franzen, A. (1995). Placing children at risk: Schools respond to reading problems. At-Risk Students. Portraits, Policies, Programs and Practices (197-217). Albany, NY: SUNY Press.
Althusser, P. (1971). Lenin and philosophy and other essays. London: New Left Books.
Anderson, A. & Stoakes, S. (1984). Social and institutional contexts of literacy. In H. Goelman, A. Oberg, & F. Smiths (Eds.), Awakening to literacy (pp. 24-37). NH: Heinemann.
Anderson, A. B., Teale, W. B., & Estrada, E. (1980). Low-income children's preschool literary experiences: Some naturalistic observations. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 2(3), 59-65.
Anderson, J. D. (1988). The education of Blacks in the South: 1860-1935. Chapel Hill, NC: University of North Carolina.
Apple, M. (1993) Of.cial knowledge. Democratic education in a conservative age. New York: Routledge.
Barton, D. (1994). Literacy. An introduction to the ecology of written language. Oxford, Eng- land : Blackwell.
Barton, D., & Hamilton, M. (1988). Local literacies. Reading and writing in one community. New York: Routledge.
Barton, D., Hamilton, M., & Ivanic, R. (Eds.). (2000). Situated literacies: Reading and writing in context. London: Routledge.
Baugh, J. (1999). Out of the mouths of slaves: African American language and educational malpractice. Austin: University of Texas Press.
Belenky, M., McVicker-Clinchy, B. Goldberger, N., & Mattuck-Tarule, J. (1986). Women's ways of knowing: The development of self, voice, and mind. New York: Basic Books.
Bergvall, V, & Remlinger, K. (1996). Reproduction, resistance and gender in educational discourse: The role of Critical Discourse Analysis. Discourse & Society, 7(4), 453-479.
Bernstein, B. (1975). Class and pedagogies: Visible and invisible. Class, codes and control: Vol. 3. Towards a theory of transmission (pp. 116-156). London: Routledge & Kegan Paul.
Blommaert, J. (2001). Context is/as critique. Critique of Anthropology, 21(1), 13-32.
Bloome, D., & Power-Carter, S. (2001). Lists in reading education reform. Theory Into Practice, 40(3), 150-157.