Elizabeth Birr Moje

TL;DR: The authors analyzed the intersections and disjunctures between everyday (home, community, peer group) and school funds of knowledge and discourse that frame the school-based, content area literacy practices of middle school-aged youth in a predominantly Latino/a, urban community of Detroit, Michigan, in the United States.

TL;DR: In this article, the author argues that knowledge and skill in the subject matter of the disciplines is essential to young people becoming active participants in a democratic society and argues for building disciplinary literacy instructional programs, rather than merely encouraging subject matter teachers to employ literacy teaching practices and strategies.

TL;DR: This article revisited the notion of teaching as the fusion of the intellectual and the moral and ask a slightly different question: what does current research tell us about attempts to fuse the moral, intellectual and content domains in a way that produces socially just subject-matter instruction at the secondary and post-secondary levels?

TL;DR: This paper explored the discursive demands of project-based pedagogy for seventh-grade students from non-mainstream backgrounds as they enact established project curricula, and illustrated how those Discourses conflict with one another through the various texts and forms of representation used in the classroom and curriculum.

TL;DR: How adolescents read texts that are embedded in social networks, allowing them to build social capital is described, to build on what motivates adolescents' literacy practices in order to both promote the building of their social selves and improve their academic outcomes.