Lesley, M. (2008). Access and resistance to dominant forms of discourse: Critical literacy and ‘at risk’ high school students. Literacy Research & Instruction. 47, 174-194.

Mellinee Lesley

Lesley, M. (2008). Access and resistance to dominant forms of discourse: Critical literacy and ‘at risk’ high school students. Literacy Research & Instruction. 47, 174-194.

Education Curriculum Instruction

Research output: Non-textual form › Other

Abstract

The FACE exhibit is a way for faculty to showcase professional contributions to their fields. In my discipline, this constitutes peer-refereed research. I submitted this article to include in the exhibit because it was published in 2008 in one of the top research journals in the field of literacy education.

Original language	English
State	Published - 2008

Cite this

@misc{fd36b3947fd34cc7a6d27d4d4196cc5b,

title = "Lesley, M. (2008). Access and resistance to dominant forms of discourse: Critical literacy and {\textquoteleft}at risk{\textquoteright} high school students. Literacy Research & Instruction. 47, 174-194.",

abstract = "The FACE exhibit is a way for faculty to showcase professional contributions to their fields. In my discipline, this constitutes peer-refereed research. I submitted this article to include in the exhibit because it was published in 2008 in one of the top research journals in the field of literacy education.",

author = "Mellinee Lesley",

year = "2008",

language = "English",

}

TY - ADVS

T1 - Lesley, M. (2008). Access and resistance to dominant forms of discourse: Critical literacy and ‘at risk’ high school students. Literacy Research & Instruction. 47, 174-194.

A2 - Lesley, Mellinee

PY - 2008

Y1 - 2008

N2 - The FACE exhibit is a way for faculty to showcase professional contributions to their fields. In my discipline, this constitutes peer-refereed research. I submitted this article to include in the exhibit because it was published in 2008 in one of the top research journals in the field of literacy education.

AB - The FACE exhibit is a way for faculty to showcase professional contributions to their fields. In my discipline, this constitutes peer-refereed research. I submitted this article to include in the exhibit because it was published in 2008 in one of the top research journals in the field of literacy education.

M3 - Other

ER -

Lesley, M. (2008). Access and resistance to dominant forms of discourse: Critical literacy and ‘at risk’ high school students. Literacy Research & Instruction. 47, 174-194.

Abstract

Fingerprint

Cite this