My research in this area has focused on how
words, action routines, and performances serve to
reinforce high standards, group achievement, discipline,
and group cohesion among inner-city youth. It also
looks at the role of community-based organizations
in individuals' successful transitions to the workplace.
This research investigates: the oral and written
literacy practices within working- and lower-class
communities and community-based organizations; instances
of exemplary teaching in community-based organizations;
and untapped literacy-related resources that can
be useful in the design of alternative approaches
for instructing urban students.
Ball, A. F. & Freedman, S. W. (Eds.) (2004). Bakhtinian perspectives on language, literacy, and learning. New York: Cambridge Univ Press.
A.F. (2000). Empowering pedagogies that enhance
the learning of multicultural students. Teachers
College Record. (pdf)
A.F. (1998). The value of recounting narratives:
Memorable learning experiences in the lives of inner-city
students and teachers. Journal of Narrative
Inquiry, 8(1), 1-30. (pdf)
A. F. (1995). Community-based learning in urban
settings as a model for educational reform. Applied
Behavioral Science Review, 3(2), 127-146. (pdf)
A. F. & Heath, S. B. (1993). Dances of identity:
Finding an ethnic self in the arts. In S. B. Heath
& M. W. McLaughlin (Eds.), Possible selves: Achievement,
ethnicity, and gender for inner-city youth.
New York: Teachers College Press. (pdf)