She Say, He Say: Urban Girls Write Their Lives

Overview

Examines public and private writings of low-income urban, pre-adolescent girls, illuminating ways that girl's voice are often silenced in schools and society.

She Say, He Say reveals the development of fifth grade urban girls' voices through their own writing in the classroom. This book underscores the importance of including all of the girls' voices into the curriculum where their voices can be nurtured, cultured, and responded to in ...

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Overview

Examines public and private writings of low-income urban, pre-adolescent girls, illuminating ways that girl's voice are often silenced in schools and society.

She Say, He Say reveals the development of fifth grade urban girls' voices through their own writing in the classroom. This book underscores the importance of including all of the girls' voices into the curriculum where their voices can be nurtured, cultured, and responded to in potentially productive ways.

Through an exploration of two major writing contexts, the public and the private, Brett Elizabeth Blake chronicles how the girls learned through their writing not only how to name issues salient to them, such as domesticity and racism, but also how to resist the underlying notions of such important issues. The girls' stories are based on nearly three years of study, and the traditional notion of a process approach to writing is challenged by addressing how such an approach must become a site for significant tension and struggle over issues like ownership and voice. Blake suggests several curricular strategies, such as reader response techniques and a violence-prevention unit, as additional approaches that support girls' voices. This book explores and challenges us to look more closely at how the intersection of gender, race, and class is crucial for understanding not only how and what girls write about, but also why they write so deliberately and poignantly about their lives.

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Editorial Reviews

Booknews
Describes a writer's workshop with 11 preadolescent girls in one of Chicago's poorest schools, interspersing excerpts from the girls' writing with discussions of language choice as it relates to power, theoretical constructs of voice, backgrounds of the girls and themes they chose to write about, and public, private, and cultural contexts of their writing. Suggests strategies such as reader response techniques and a violence prevention unit to support girls' voices. Annotation c. by Book News, Inc., Portland, Or.
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Product Details

  • ISBN-13: 9780791434796
  • Publisher: State University of New York Press
  • Publication date: 9/28/1997
  • Pages: 176

Table of Contents

Foreword
Acknowledgments
1 Introduction 1
2 Language and the Woman with the Yellow Hair: Perspectives on Language Choice and Use 11
3 Multiple Voices: Expressing and Responding to the Language of Voice through Writing 21
4 Setting the Stage: Classroom Writing Contexts and Brief Introductions to Eleven Girls 31
5 Public Writing Contexts I: Expository and Non-Fiction 51
6 Public Writing Contexts II: Narrative and Fiction 65
7 Private Writing Contexts I: Domesticity, Family Life, and Sexuality 79
8 Private Writing Contexts II: Violence and Activism 93
9 Becoming Critical: The Importance of Modeling Responses to Cultural Texts 107
10 Summary, Implications, and Discussion 125
App. A: Approach and Methodology 135
App. B The Ethics of "Doing" Ethnographic Research 145
References 159
Index 173
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  • Anonymous

    Posted October 7, 2004

    Wonderful book for all teachers!

    I had the opportunity to read this book while I was a graduate student in one of Dr. Blake's classes at Adelphi. The book is wonderfully written, and gives you a real insight into the daily lives of the girls that were profiled in the book. It's real and not always so pretty...just like life really is for some kids.

    Was this review helpful? Yes  No   Report this review
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