Shirley Brice Heath

Curriculum Vitae

Shirley Brice Heath

Margery Bailey Professor of English and Dramatic Literature, Emerita
and Professor of Linguistics and Anthropology, Emerita
Stanford University

ACADEMIC HISTORY

Degrees

Columbia University, Ph.D. 1970; Areas of Specialization: Cultural Anthropology; Linguistics, Comparative Education, Latin American Studies

Ball State University, M.A., 1964; Areas of Specialization: Linguistics, English as a Second Language

Lynchburg College, B.A., magna cum laude, 1962; Areas of Specialization: English, Spanish, Sociology

Theses

Ph.D. Thesis, 1970 (nominated for Clarke F. Ansley publication award, Columbia University, and the Bancroft Prize in History, 1970); Language Planning in Mexico: Colony to Nation

M.A. Thesis, 1964; Language as Related to Style in William Faulkner's The Old Man

Ethnographic Fieldwork

Piedmont region of Southeastern United States—Rural Black and Southern Appalachian mill communities, textile mills, public service institutions, and classrooms, 1970-81; communities throughout the United States to which descendants of manufacturing jobs in the Southeast moved after the 1981 recession; 1981-2011

Youth organizations, selected US cities, rural zones, and mid-sized towns 1987-present

Community organizations, British regenerating towns and rural areas, 1999-2005

Youth organizations, South African townships, 1995, 1996

Oaxaca and Federal District, Mexico—Bilingual education projects and regional indigenous centers, 1968, 1969

ACADEMIC AWARDS [1990-2013]
  • 2013 National Leadership Award, National Guild for Community Arts Education
  • 2013 AERA Presidential Citation 2013
  • 2012 Medalist, Teachers College, Columbia University
  • 2011 Doctor of Humane Letters (Honorary), Clark University
  • 2009 Doctor of Humane Letters (Honorary), Goldsmiths College, University of London
  • 2008 Life Fellow, American Education Research Association
  • 2008, 2010 Visiting Research Fellow, Centre for Aboriginal Economic Policy Research, Australian
  • 2005 Distinguished Fellow, Institute for Advanced Studies, LaTrobe University, Melbourne, Australia
  • 2003 James R. Squire Award, National Council of Teachers of English
  • 2001-2002 Fellow [Cognition, Brain, and Art Research Team (joint project of Getty Museum and CASBS], Center for Advanced Study in the Behavioral Sciences
  • 2002 Distinguished Educator Award, American Education Research Association
  • 2001 Doctor of Humane Letters (Honorary), University of Stockholm, Sweden
  • 2000 Distinguished Scholarship and Service Award, American Association for Applied Linguistics
  • 1999 Doctor of Humane Letters (Honorary), Carnegie Mellon University
  • 1997-2000 Senior Scholar, Carnegie Foundation for the Advancement of Teaching
  • 1997 Summer Frank and Eleanor Griffiths Chair, Bread Loaf School of English
  • 1995 Reading Hall of Fame, International Reading Association
  • 1995 Grawemeyer Award in Education, University of Louisville (with Milbrey W. McLaughlin)
  • 1994 Oscar Causey Award for Outstanding Contribution to Reading Research, National Reading Council
  • 1992 George & Louise Spindler Award for Outstanding Scholarly Contributions to Educational Anthropology, Council on Anthropology and Education
  • 1992 Residency Award, Rockefeller Foundation, International Conference and Scholar Center, Bellagio, Italy
  • 1992 Doctor of Humane Letters (Honorary), Georgetown University
  • 1991-1992 Fellow, Distinguished Lecturer, Visiting Scholar; Indiana University Institute for Advanced Study
  • 1990 Fellow, Cultural Studies Center, University of Virginia
FUNDED RESEARCH
  • 2005-2006. Robert Bowne Foundation Fellowship
  • 2001-2006. Creative Partnerships, United Kingdom
  • 1995-2000. Co-principal investigator with Guadalupe Valdes on sub-contract from National Center for Research on the Gifted and Talented. Translation, Interpretation, and Leadership among Youth
  • 1995-1996 (December). Research Grant, General Electric Fund. Cognitive and Social Development for Youth through Arts Organizations.
  • 1987-1998 (December). Co-principal investigator with Milbrey W. McLaughlin. Senior Research Grant, SSpencer Foundation. Language, Socialization, and Learning among Youth in Out-of School Activities.
  • 1982 (three months). Research and Travel Grant, CNPQ (National Council for Research) Brazil. Cognitive Development across Cultures.

PROFESSIONAL EXPERIENCE

Teaching Positions

2003- present Margery Bailey Professor of English and Dramatic Literature and Professor of Linguistics, Stanford University, Emerita

2003-2010 Professor at Large, Departments of Education and Anthropology, Watson Institute for International Studies, Brown University

1999 - 2001 Margery Bailey Professor of English and Dramatic Literature, Stanford University

1986 - 2001 Professor, Departments of English and Linguistics, and, by courtesy of Anthropology and of Education, Stanford University

1985 - 1986 Professor, School of Education, Stanford University

1980 - 1985 Associate Professor, School of Education, Stanford University

1982 - 1983 Stanford in Berlin

1977 - 1980 Assoc. Professor (Anthropology, Linguistics), Graduate School of Education, University of Pennsylvania

1969 - 1976 Assistant Professor, Department of Sociology, Winthrop College

PUBLICATIONS

Books

2012. Words at work and play: Three decades in family and community life. Cambridge, UK: Cambridge University Press.

2008. (with Brian Street & Molly Mills). On Ethnography: Approaches to language and literacy research. NCRLL volume. New York: Teachers College Press. Pp. 250.

2008. (co-edited with James Flood and Diane Lapp). Volume 2. New York: Lawrence Handbook for Literacy Educators: Research in the Visual and Communicative Arts. Erlbaum. Pp. 597.

1997. (co-edited with James Flood and Diane Lapp). Handbook for Literacy Educators: Research in the Visual and Communicative Arts. New York: Macmillan Co., Pp. 906

1993. (Ed. with Milbrey W. McLaughlin). Identity and Inner-city Youth: Beyond ethnicity and gender. New York: Teachers College Press. Pp.250.

1992. (with Shelby A. Wolf). The Braid of Literature: Children's worlds of reading. Cambridge, MA: Harvard University Press. Pp.250.

1983/1996. Ways with Words: Language, life, and work in communities and classrooms. New York and Cambridge: Cambridge University Press. Pp.421. [Reprinted in 13th printing, 2006, Pp. 426.]

1981. (Ed. with Charles A. Ferguson). Language in the USA. New York: Cambridge University Press. Pp.592.

1972. Telling Tongues: Language policy in Mexico, colony to nation. Institute of International Studies, Columbia University. New York: Teachers College Press. Pp.300.

1972. La Política del Lenguaje en México: de la Colonia a la Nacion. Coleccion de Antropologia Social. Mexico: Instituto Nacional Indigenista. (Spanish translation of above). Pp.317.

Articles, chapters in books, and afterwords and forewords

Forthcoming 2017. When not to write: Reflections on words, books, and authors. To appear in Cheryl Glenn & Roxanne Mountford, Eds. Rhetoric and writing studies in the new century: Historiography, pedagogy, and politics. Carbondale, IL: Southern Illinois University Press.

2016. The Benefits of Ensemble Music Experience (And Why These Benefits Matter so Much in Underserved Communities). In Christine Witkowski, Ed. Music for social change: El Sistema beyond Venezuela. New York: The Music Sales Group. Pp. 73-94. [PDF Available]

2016. ‘This is my show.’ Beyond reading to envisioning and enacting. In. E. Arizpe & Smith, V. Eds. Children as readers in children’s literature: The power of texts and the importance of reading. New York: Routledge. Pp. 119-131. [PDF Available]

2015 (with Lisa Gilbert). Creativity and the work of art and science: A cognitive neuroscience perspective. In International Handbook of Arts and Education. London: Routledge. Pp. 398-409. [PDF Available]

2015. Museums, theaters, and youth orchestras: Advancing creative arts and sciences within under-resourced communities. In William G. Tierney, Ed. Rethinking education & poverty. Special issue of The Annals of the American Academy of Political and Social Science. Baltimore: John Hopkins University Press. Pp. 177-200.

2015. On our own time: Youth in collective learning. In NSSE Handbook. London: Routledge.

2015. The creative lock-in. In The power of ideas: The legacy of the Grawemeyer Award. Ed. Dittmer, A. et al. Louisville, KY: University of Kentucky Press. Pp. 119-127. [PDF Available]

2013. (with Kral, Inge). The world with us: Sight and sound in the “cultural flows” of informal learning: An indigenous Australian case. Learning, culture and social interaction. [Available offsite]

2013. Social entrepreneurship: Learning environments with exchange value. In O. Erstad & J. Sefton-Green, Eds. Identity, community, and learning lives in the digital age. Cambridge, UK: Cambridge University Press. Pp. 146-162.

2013. (with Daniel Sobol). When literacy brings too many risks: A successful lesson in failure. In J. Kalman and B. Street, Eds. Literacy and numeracy in Latin America: Local perspectives and beyond. London: Routledge. Pp. 127-140.

2012. “Rebellions, breakthroughs, and secret gardens”: The arts and imagination. In H. Kohl & T. Oppenheim, Eds. The muses go to school: Inspiring stories about the importance of arts in education. New York: The New Press. Pp. 186-192.

2012. Foreword. In Socially responsible literacy: Teaching adolescents for purpose and power. P. M. Selvester & D. G. Summers. New York: Teachers College Press. Pp. xiii-xv.

2012. Foreword. In A reason to read: Linking literacy and the arts. E. Landay & K. Wootton. Cambridge, MA: Harvard Education Press. Pp. ix-xiii.

2012. Informal learning. In J. Banks, Ed. Encyclopedia of diversity in education. New York: Sage Publications. [PDF Available]

2012. (with Jennifer Lynn Wolf). Brain and behavior: The coherence of teenage response to YA literature. In M. Hilton and M. Nikolajeva. Eds. Contemporary adolescent literature and culture: The emergent adult. Farnham, Surrey: Ashgate. [PDF Available]

2012. Seeing our way into learning science in informal environments. In W. F. Tate, Ed. Research on schools, neighborhoods, and communities: Toward civic responsibility. Published for the American Educational Research Association. New York: Rowman & Littlefield Publishers. Pp. 249-267.

2012. Foreword. In Crossing boundaries: Teaching and learning with urban youth. V. Kinloch. New York: Teachers College Press. Pp. xiii-xvi.

2012. “Rebellions, breakthroughs, and secret gardens”: The arts and imagination. In H. Kohl & T. Oppenheim, Eds. The muses go to school: Inspiring stories about the importance of arts in education. New York: The New Press. Pp. 186-192.

2012. Foreword. In Socially responsible literacy: Teaching adolescents for purpose and power. P. M. Selvester & D. G. Summers. New York: Teachers College Press. Pp. xiii-xv.

2012. Foreword. In A reason to read: Linking literacy and the arts. E. Landay & K. Wootton. Cambridge, MA: Harvard Education Press. Pp. ix-xiii.

2011. Language socialization in art and science. In A. Duranti, E. Ochs, & B. Schieffelin, Eds. The handbook of language socialization. London: Blackwell Publishers. Pp. 425-442.

2011. (with Diane Lapp and Judith Langer). Changing Literacies for Changing Times: A History of Research Experiences and Possibilities from the Reading Hall of Fame. Eds. Y. Goodman & J. Hoffman. New York: Routledge (in collaboration with the International Reading Association).

2011. Narratives and metaphors of the middle. Genre 44.3:193-300.

2011. New love, long love: Keeping social justice and ethnography of education in mind. Anthropology and Education Quarterly 41.4: 397-403.

2011. Foreword. In H. Graff. Literacy myths, legacies, & lessons: New studies on literacy. New Brunswick, NJ: Transaction Press. Pp. ix-xii.

2011. Afterword. In C. Compton-Lilly and S. Greene, Eds. Bedtime stories and book reports: Connecting parent involvement and family literacy. New York: Teachers College Press. Pp. 145-151.

2011. The Book as Home? It all depends. In S. A. Wolf, K. Coats, P. Enciso, and C. Jenkins, Eds. Handbook of research on children’s and young adult literature. New York: Routledge. Pp. 32-47.

2011. Foreword. In Maisha T. Winn. Girltime: Literacy, justice, and the school-to-prison pipeline. New York: Teachers College Press. Pp. xiii-xv

2010. Family literacy or community learning? Some critical questions on perspective. In K. Dunsmore and D. Fisher, Eds. Bringing literacy home. Newark, DE: International Reading Association. Pp. 15-41. [PDF Available]

2009. The deeper game: Intuition, imagination and embodiment. In M. Styles and E. Arizpe, Eds. Acts of reading: Teachers, text and childhood. Stoke on Trent: Trentham Books. Pp. 43-58.

2008. Foreword. In Content-area conversations: How to plan discussion-based lessons for diverse language learners. Eds. D. Fisher, N. Frey, & C. Rothenberg. Alexandria, VA: Association for Supervision and Curriculum Development.

2008. Foreword. In J. Simpson & G. Wigglesworth, Eds. Children and multilingualism: Indigenous language use at home and school. London, Continuum International. Pp. ix-xiii.

2008. (with R. Wollach). Vision for Learning: History, theory, and affirmation. In J. Flood, S. B. Heath, and D. Lapp, Eds. Handbook for Literacy Educators: Research in the Visual and Communicative Arts. Vol. 2. N.Y.: Lawrence Erlbaum. Pp. 3-12. [PDF Available]

2008. Language Socialization in the Learning Communities of Adolescents. In P. Duff and N. Hornberger, Eds. Language Socialization, Vol. 8, Encyclopedia of Language and Education. 2nd. Ed. New York: Springer. Pp. 217-230.

2006. (with Evelyn Arizpe and Morag Styles) Child’s Play for Private and Public Life. In Reading Lessons from the Eighteenth Century: Mothers, children, and texts. Shenstone, Lichfield, Staffordshire: Pied Piper Press. Pp. 179-207. [PDF Available]

2006. Dynamics of Completion: Gaps, blanks, and improvisation. In M. Turner, Ed. The Artful Mind. Oxford University Press. Pp. 133-152.

2005. Foreword. Multicultural Strategies for Education and Social Change. Arnetha F. Ball. New York: Teachers College Press. Pp. xvii-xxiii.

2005. Learning more than you know in Youth Drama. Youth Drama Ireland.

2005. (with Shelby Wolf). Focus in Creative Learning: Drawing on Art for Language Development. Literacy [formerly Reading, Literacy, and Language, journal of United Kingdom Literacy Association]. Pp.38-45.

2005. Strategic thinking, learning environments, and real roles. Human Development. 48:350-355.

2004. Learning language and strategic thinking through the arts. Reading Research Quarterly. 39/3:8-12.

2004. (with Claire Kramsch). Individuals, institutions, and the uses of literacy. Special Feature: Claire Kramsch and Shirley Brice Heath in conversation. Journal of Applied Linguistics, 1.1:75-94.

2004 (with Elke Boehncke). Platforms for Youth Responsibility: Ways of studying learning between the lines. En vänbok till Birgitta Qvarsell. Pedagogik som vetenskap. Eds. Agnieskzka Bron & Anders Gustavsson. Stockholm: Stockholm University. Pp. 190-213.

2004. (with Ken Robinson). Making a Way: Youth arts and learning in International Perspective. In N. Rabkin & R. Redmond, Eds. Putting the Arts in the Picture: Reframing education in the 21st Century. Chicago: Center for Arts Policy, Columbia College. Pp. 107-126. [PDF Available]

2004. Risks, Rules, and Roles: Youth Perspectives on the work of learning for Community Development. In A.N. Perret-Clermont, C. Pontecorvo, L. B. Resnick, T. Zittoun, and B. Burge, Eds. Joining Society: Social interaction and learning in adolescence and youth. New York: Cambridge University Press. Pp. 41-70.

2003. (with Ehud Krauss). To Be a Better Teacher. Animated . (National Foundation for Dance, England)

2002. Working with Community. In Greg Dees, Judd Emerson, and Peter Economy, Eds. Strategic Tools for Social Entrepreneurs. New York: John Wiley. Pp. 204-243.

2002. Foreword. In Glynda Hull & Kathy Schultz, Eds. School’s Out! Literacy and learning outside of school. New York: Teachers College Press.

2001. Three’s not a crowd: Plans, roles, and focus in the arts. Educational Researcher 30.3:1-7.

2000. (with Linda Flower). Drawing on the Local: Collaboration and community expertise. Language and Learning across the Disciplines (4.3:42-53).

2000. Making Learning Work. After School Matters 1.1:33-45. [PDF Available]

2000. “Island by island we must go across”: Challenges from language and culture among African Americans. In Diane Pollard and Cheryl Ajirotutu, Eds. African-centered Schooling: From theory to practice. Westwood, CN: Greenwood Press. Pp. 163-186.

2000. Risk, Rules, and Roles: Youth perspectives on the work of learning for community development. Zeitschrift fur Erziehungswissenschaft. 1.00:67-80. [Reprinted in Perret-Clermont, et al 2004].

2000. Seeing our Way into Learning. Cambridge Journal of Education 30.1:121-132.

2000. Linguistics in the Study of Language in Education. Harvard Educational Review 70.1:49-59.

2000. Essay Review of Everyday Courage: The lives and stories of urban teenagers, by Niobe Way. Human Development 42.6:376-382.

1999. Foreword. In A. Beaufort. From Classroom to Boardroom. New York: Teachers College Press. Pp. v-viii.

1999. Discipline and Disciplines in Education Research: Elusive goals? In Ellen C. Lagemann and Lee S. Shulman, Eds. Issues in Education Research: Problems and Possibilities. San Francisco, CA: Jossey Bass Publishers. Pp. 203-223.

1999. (with Adelma A. Roach). Imaginative Actuality: Learning in the arts during the nonschool hours. In Champions of Change. The Arts Education Partnership and The President’s Committee on the Arts and the Humanities. Pp. 19-34. [PDF Available]

1999. Dimensions of Language Development. In Ann S. Masten, Ed. Cultural Processes of Child Development (Vol. 29). Hillsdale, NJ: Lawrence Erlbaum Publishers. Pp. 59-75.

1999. (With Adelma A. Roach, et al.) Leadership Giftedness: Models Revisited. Gifted Child Quarterly 43.1:13-24.

1999. Literacy and Social practice. In Daniel A. Wagner, Richard L. Venezky, and Brian V. Street, Eds. Literacy: An International Handbook. Boulder, CO: Westview Press. Pp. 102-106.

1999. (with Jennifer Massen). When Resolution Comes in Stages: How Drama Makes Good Use of Conflict. In B. J. Wagner, Ed., Building Moral Communities through Educational Drama. Stamford, CT: Ablex. Pp. 91-112.

1998. Working through Language. In Susan Hoyle and Carolyn T. Adger, Eds. Kids Talk: Strategic language use in later childhood. New York: Oxford University Press. Pp. 217-240. [PDF Available]

1998. (With Elisabeth Soep). Youth Development and the Arts in Nonschool Hours. Grantmakers in the Arts 9.1:9-16, 32). [PDF Available]

1998. (with Elisabeth Soep & Adelma Roach). Living the Arts through Language+learning. Americans for the Arts: Monograph. (November) 2.7:1-18. [PDF Available]

1998. (With Shelby A. Wolf). Wondrous Words: Young children’s rewriting of prose and poetry. In The New Advocate 11.4:291-310.

1997. The Essay in English: Readers and writers in dialogue. In Michael Macovski, Ed. Dialogue and Critical Discourse: Language, culture, critical theory. New York: Oxford University Press. Pp. 195-214. [PDF Available]

1997. Culture: Contested realm in research on children and youth. Applied Developmental Science 1.3:113-123. [PDF Available]

1997. Child’s Play or Finding the Ephemera of Home. In Mary Hilton, Morag Styles, and Victor Watson, Eds. Opening the Nursery Door: Reading, writing and childhood 1600-1900. London: Routledge Press. Pp. 17-31. [PDF Available]

1996. Work, Class, and Categories: Dilemmas of Identity. In Don Daikur, Ed White, and Lynn Z. Bloom, Eds. Composition in the 21st Century: Crisis and Change. Carbondale, IL: Southern Illinois Press. Pp. 226-242.

1996. Re-creating Literature in the ESL Classroom. TESOL Quarterly 30.4:776-779.

1996. Ruling Places: Adaptation in development by inner-city youth. In Richard Shweder, Richard Jessor, and Anne Colby, Eds. Ethnographic Approaches to the Study of Human Development. Chicago, IL: Chicago University Press. Pp. 225-251.

1996. Re-creating Literature in the ESL Classroom. TESOL Quarterly 30.4:776-779.

1996. Good Science or Good Art? Or Both? In. Dave Baker, John Clay, and Carol Fox, Eds. Challenging Ways of Knowing: In English Mathematics and Science. London: Falmer Press. Pp. 13-18.

1996. Talking Work: Language among teens. In SALSA #4. Eds. A. Chu, A-M. P. Guerra, C. Tetreault. Texas: UTAustin. Pp. 27-45.

1995. (with Steve Athanases). Ethnography in the Study of the Teaching and Learning of English. Research in the Teaching of English. 20.3:263-287.

1995. Foreword. In H. J. Graff. The Labyrinths of Literacy: Reflections on literacy past and present. Pittsburgh, Pennsylvania: University of Pittsburgh Press. Pp. vii-xxxiii.

1995. Race, Ethnicity, and the Defiance of Categories. In Willis D. Hawley and Anthony Jackson, eds. Toward a Common Destiny: Educational perspectives on improving race and ethnic relations. San Francisco: Jossey Bass. Pp. 39-70.

1995. Ethnography in Communities: Learning the everyday life of America’s subordinated youth. In James Banks, Ed. Handbook of Research on Multicultural Education. New York: Macmillan. Pp. 114-128. [PDF Available]

1994. The Literate and the Literary: African American writers as readers—1830-1940. Written Communication, Vol. 11, No. 4 (October 1994): 419-444.

1994. Stories as Ways of Acting Together. In Anne Haas Dyson & Celia Genishi, Eds. The Need for Story: Cultural diversity in classroom and community. Champaign, IL: National Council of Teachers of English. Pp. 206-220.

1994. (with Milbrey W. McLaughlin). The Best of Both Worlds: Connecting schools and community youth organizations for all-day, all-year learning. Educational Administration Quarterly, Vol. 30, No. 3 (August 1994): 278-300.

1994. The Project of Learning from the Inner-city [Reprinted in Coordination among Schools, Families, and Communities: Prospects for educational reform. Eds. J. G. Cibulka & W. J. Kritck. Albany: State University of New York. 1996. Pp. 69-94.] Youth Perspective. Promoting Community-based Programs for Socialization and Learning. No. 63, New Directions for Child Development. Eds. Francisco A. Villarruel & Richard M. Lerner. San Francisco: Jossey-Bass Publishers. Pp. 25-34.

1994. Finding in History the Right to Estimate. College Composition and Communication. Vol. 45, No. 1 (February 1994): 97-102.

1994. Play for Identity: Where the mind is everyday for inner-city youth. In J. N. Manigieri & Cathy Collins, Eds. Creating Powerful Thinking in Teachers and Students: Diverse Perspectives. New York: Harcourt Brace. Pp. 215-228.

1994. (with Juliet Langman). Shared thinking and the register of coaching. In D. Biber and E. Finegan, Eds. Sociolinguistic Perspectives on Register. Oxford: Oxford University Press. Pp. 82-105. [PDF Available]

1994. (with Milbrey W. McLaughlin). Learning for Anything Everyday. Journal of Curriculum Studies. Pp. 549-567. [Reprinted 2006 in I. Westbury & G. Milburn, Eds. Rethinking Schooling. New York: Routledge. Pp. 299-319.]

1993. Rethinking the Sense of the Past: The Essay as Legacy of the Epigram. In Lee Odell, Ed. Theory and Practice in the Teaching of Writing: Rethinking the Discipline. Carbondale, IL: Southern Illinois University Press. Pp. 105-131.

1993. Commentary. In B. Rogoff, J. Mistry, A. Goncu, and C. Mosier, Eds. Guided Participation in Cultural Activity by Toddlers and Caregivers. Monographs of the Society for Research in Child Development. Vol. 58, No.8:175-179.

1993. (with Shelby A. Wolf). The Net of Story. In The Horn Book. November/December. Pp. 705-713.

1993. Foreword. E. Kutz, S.Q. Groden, and V. Zamel, Eds. The Discovery of Competence: Teaching and learning with diverse student writers. Portsmouth, New Hampshire: Boynton/Cook Publishers, Inc. Pp. vii-ix.

1993. The Madness(es) of Reading and Writing Ethnography. In Anthropology and Education Quarterly. 24.3: 256-268. [PDF Available]

1993. Agnes Repplier and Writing as Trial [separately published for the Distinguished Lecturer Series]. Bloomington, Indiana: Institute for Advanced Study at Indiana University. Pp.1-19.

1993. Comments on “This Hard Rock”: A readiness not to explain. In Randolph Jennings, Ed. Fire in the Eyes of Youth: The humanities in American education. St. Paul: Occasional Press. Pp.117-120.

1993. (with Arnetha Ball). Dances of Identity: Finding an ethnic self in the arts. In Shirley Brice Heath & Milbrey W. McLaughlin, Eds. Identity and Inner-City Youth: Beyond ethnicity and gender. New York: Teachers College Press. Pp.69-93.

1993. (with Milbrey W. McLaughlin). Building Identities for Inner-City Youth. In Shirley Brice Heath & Milbrey W. McLaughlin, Eds. Identity and Inner-City Youth: Beyond ethnicity and gender. New York: Teachers College Press. Pp.1-12.

1993. (with Milbrey W. McLaughlin). Ethnicity and Gender in Theory and Practice. In Shirley Brice Heath & Milbrey W. McLaughlin, Eds. Identity and Inner-City Youth: Beyond ethnicity and gender. New York: Teachers College Press. Pp.13-35.

1993. (with Milbrey W. McLaughlin). Casting the Self: Frames for identity and dilemmas for policy. In Shirley Brice Heath & Milbrey W. McLaughlin, Eds. Identity and Inner-City Youth: Beyond ethnicity and gender. New York: Teachers College Press. Pp.210-239.

1993. Inner-City Life through Drama: Imagining the language classroom. In TESOL Quarterly. 27.2: 177-192.

1992. History of Literacy. In William Bright, Ed. Oxford International Encyclopedia of Linguistics. New York: Oxford University Press. Pp.1331-1336.

1992. Foreword. Denise Murray, Ed. Diversity as Resource: Redefining cultural literacy. Washington, DC: TESOL.

1991. (with Shelby A. Wolf). Acting Meaning: The play of reading. In Proceedings: 38th Annual Conference on Literacy. Pittsburgh: University of Pittsburgh. Pp.1-14.

1991. (With Milbrey W. McLaughlin). Community Organizations as Family. Phi Delta Kappan. April. Pp. 623-627.

1991. It’s About Winning! The language of knowledge in baseball. In L. Resnick, J. Levine, and S. Teasley, Eds. Perspectives on Socially Shared Cognition. Washington, D.C.: American Psychological Association. Pp.101-124.[PDF Available]

1991. Whole Language: Promise and challenge. K. and Y. Goodman, L. Bridges Bird, Eds. The Whole Language Catalog. New York: Macmillan/McGraw Hill. Pp. 422.

1991. The Sense of Being Literate: Historical and cross-cultural features. In R. Barr, M. L. Kamil, P. Mosenthal, & P. David Pearson, Eds. Handbook of Reading Research, Volume II. . NY: Longman Publishing Group. Pp.3-25.

1990. La sociolingüística y la planificación. Winak: Boletin Intercultural. 5.4:196-206.

1990. Women in Conversation: Covert models in American language ideology. In Robert Cooper & Bernard Spolsky,Eds. Language, Society, and Thought: Essays in honor of Joshua A. Fishman’s 65th birthday. Berlin: Walter de Gruyter & Co. Pp.202-222.

1990. The Fourth Vision: Literate language at work. In Andrea A. Lunsford, Helen Moglen, & James Slevin, Eds. The Right to Literacy. New York: Modern Language Association. Pp.288-306.

1990. The Children of Trackton’s Children: Spoken and written language in social change. In James W. Stigler, Richard A. Shweder, & Gil S. Herdt, Eds. Cultural Psychology: The Chicago Symposia on Human Development. New York: Cambridge University Press. Pp.496-519. [Reprinted 1994 in Robert R. Ruddell, Martha Rapp Ruddell, & Harry Singer, eds. Theoretical Models and Processes of Reading. Delaware: International Reading Association.]

1989. It’s About Winning! The language of knowledge in baseball. In Sigurd Berentzen, Ed. Ethnographic Approaches to Children’s Worlds and Peer Cultures. Trondheim, Norway: Norwegian Centre for Child Research. Pp. 382-439.

1989. Foreword, K. and Y. Goodman, L. Bridges Bird, Eds. Becoming a Whole Language School. Katonah, NY: Richard Owens, Publisher. Pp. xv-xix.

1989. (With Milbrey Wallin McLaughlin) Rethinking Policies for Children with Multiple Needs. In Michael Kirst, Ed. California’s Children: A survey of needs. Berkeley: Policy Analysis for California Education. Pp.305-319

1989. Talking the text in teaching composition. In Suzanne de Castell, A. & Carmen Luke, Eds. Language, Authority, and Criticism: Readings on the school textbook. London/Philadelphia: Falmer Press Ltd. Pp. 109-122.

1989 The Learner as Cultural Member. In Mabel Rice & Richard Schiefelbusch, Eds. The Teachability of Language. Baltimore, MD: Paul H. Brook Press. Pp. 333-350.

1989 Oral and Literate Traditions among Black Americans living in Poverty. American Psychologist. [Special issue on Psychology and Children: Current Research and practice]. 44.2:1-7. Reprinted, 1992, in Readings and Writings in the Politics of Literacy. Heinemann Educational Books.]

1989. Language Ideology. In International Encyclopedia of Communications. New York: Oxford University Press.

1988. Language Socialization. In D. Slaughter, Ed. Black Children and Poverty. San Francisco, CA: Jossey-Bass. Pp. 29-41.

1988. Foreword. In E. Ochs. Culture and Language Development: Language acquisition and language socialization in a Samoan village. Cambridge, England: Cambridge University Press. Pp. vii-xiii.

1987. (With Milbrey Wallin McLaughlin) A Child Resource Policy: Moving beyond dependence on school and family. In Phi Delta Kappan. April:576-580. [Reprinted in The Education Digest. October 1987:19-21].

1987. (With Charles A. Ferguson). Foreword, Ideology, Society and Language: The odyssey of Nathan Birnbaum by Joshua Fishman. Philadelphia: The Jewish Publication Society of America.

1987. Foreword. H. J. Graff, Ed. The Labyrinths of Literacy: Reflections on literacy past and present. London: The Falmer Press. Pp. vii-ix.

1987. The Literate Essay: Using ethnography to explode myths. In J. Langer, Ed. Language, Literacy and Culture: Issues of society and school. Norwood, NJ: Ablex Press. Pp. 89-107.

1986. Taking a Cross-Cultural Look at Narratives. In F. Kuecker, Ed. Topics in Language Disorders. Rockville, MD: Aspen Publishers, Inc. Pp. 84-94.

1986. Literacy and Language Change. In Georgetown University Round Table on Languages and Linguistics 1985. Washington DC: Georgetown University Press. Pp. 282-293.

1986. The Cross-Cultural Study of Language Acquisition. In Papers and Reports in Child Language Development. Stanford, CA: Stanford University. Vol. 24. Pp. 1-21.

1986. Separating `things of the imagination’ from Life: Learning to read and write. In W. Teale and E. Sulzby, Eds. Emergent Literacy. Norwood, NJ: Ablex Publishing Co. Pp. 156-172.

1986 (With Amanda Branscombe and Charlene Thomas) The Book as Narrative Prop in Language Acquisition. In Bambi Schieffelin & Perry Gilmore, Eds. The Acquisition of Literacy: Ethnographic perspectives. Norwood, NJ: Ablex Publishing Co. Pp. 16-34. [PDF Available]

1986. Sociocultural Contexts of Language Development. Beyond Language: Social and cultural factors in schooling language minority students. Los Angeles: CA. Evaluation, Dissemination and Assessment Center. Pp. 143-186. [Reprinted 1991 in P. Richard-Amato and M. A. Snow, Eds. Content-Area Teaching in the Multicultural Classroom.]

1986. Critical Factors in Literacy Development. In Kieran Egan, Suzanne de Castell, & Allan Luke, Eds. Literacy, Society, and Schooling. Cambridge: Cambridge University Press. Pp. 209-229. [PDF Available]

1985. (With Amanda Branscombe) Intelligent Writing in an Audience Community: Teacher, Students, and Researcher. In Sarah W. Freedman, Ed. The Acquisition of Written Language: Revision and response. Norwood, NJ: Ablex Publishing Co. Pp. 3-32.

1985. (With Hey-Kyeong Chin). Narrative Play in Second-Language Learning. In Lee Galda & Anthony D. Pellegrine, Eds. Play, language and stories. Ablex Publishing Co. Pp. 147-166.

1985. Literacy or Literate Skills? Consideration for ESL/EFL learners. In On TESOL `84. P. Larson, ed. Washington, DC: TESOL. Pp. 14-28.

1985. Language Policy. In International Encyclopedia of Education. New York: Praeger Press. Pp. 2898-2907.

1985. Language Policies: Patterns of retention and maintenance. In W. Connor, Ed. Mexican-Americans in Comparative Perspective. Washington, D.C.: The Urban Institute Press. Pp. 257-282.

1985. Review Essay: A search for shared background. Harvard Educational Review. 55.4:443-447.

1985. Being literate in America: A sociohistorical perspective. In J. Niles & R. Lalik, Eds. Yearbook, National Reading Conference. Rochester, NY: NRC. Np.

1984. (With Charlene Thomas). The Achievement of Preschool Literacy for Mother and Child. In H. Goelman, A. Oberg, & F. Smith, Eds. Awakening to Literacy. Exeter, NH: Heinemann Educational Books. Pp. 51-72. [Reprinted in 1992 in J.R. Hayes and R.E. Young, Eds. Reading Empirical Research Studies: The rhetoric of research. Hillsdale, NJ: Lawrence Erlbaum Assoc. Pp. 177-208, with author’s comment, pp. 208-210.]

1984. Linguistics and Education. In B. Siegel, Ed. Annual Review of Anthropology. Palo Alto, CA: Annual Reviews, Inc. Pp. 251-274.

1984. Oral and Literate Traditions. International Social Science Journal UNESCO 99.1:41-58.

1983. A Lot of Talk about Nothing: Preparation for literacy? In Language Arts 60.8:999-1007. [Reprinted 1990 in B. Miller Power & R. Hubbard, Eds. Literacy in Process. Portsmouth, NH: Heinemann Educational Books.] Pp. 79-87.

1986. (With Lawrence Krasner). Comment. International Journal of Sociology of Language. 60:157-162.

1983. Language beyond the classroom. In R.J. Di Pietro, W. Frawley, & A. Wedel, Eds. First Symposium on Language Studies. Newark Delaware: University of Delaware Press. Pp. 45-58.

1983. Language Policies. Society 20.4:56-63.

1983. (With Frederick Mandabach). In Juan Cobarrubias & J. Fishman, Eds. Language Status Decisions and the Law in the United States. In Progress in Language Planning: International perspectives. The Hague: Mouton. Pp. 87-106.

1982. Ethnography in Education: Toward Defining the Essentials. In Perry Gilmore & Alan Glatthorn, Eds. Ethnography and Education: Children in and out of school. Washington, D.C.: Center for Applied Linguistics, Pp. 33-55.

1982. Protean shapes in literacy events: Ever-shifting oral and literate traditions. In Deboran Tannen, Ed. Spoken and Written Language: Exploring orality and literacy. Norwood, NJ: Ablex Publishing Co. Pp. 91-118. [Reprinted in 1988 in E.R. Kintgen, B.M. Kroll & M. Rose, Eds. Perspectives on Literacy] Carbondale, IL: Southern Illinois University Press Pp.348-370.].

1982. Questioning at Home and at School: A comparative study. In George Spindler, Ed. Doing the Ethnography of Schooling. New York: Holt, Rinehart & Winston. Pp.102-131. [Reissued 1988 by G. Spindler, Ed. Prospect Heights, IL: Waveland Press, Inc. Pp. 102-131].

1982. Toward an ethnohistory of writing in American education. In M. Farr Whiteman, Ed. Writing: The nature, development, and teaching of written communication. Vol. 1, Variation in Writing: Functional and linguistic-cultural Differences. Hillsdale, NJ: Lawrence Erlbaum Assoc. Pp. 25-46.

1982. What no Bedtime Story Means: Narrative skills at home and at school. In Language and Society. 11.2:49-76. [Reprinted 1986 in Bambi B. Schieffelin & Elinor Ochs, Eds. Language Socialization Across Cultures. Cambridge: Cambridge University Press. Pp. 97-124. Reprinted 1987 in Jaime Wurzel, Ed. Towards Multicultural Awareness. Boston University: Inter-Cultural Press. In 1989, partial reprinting for a correspondence course in English (and in Braille and sound recording for the blind). Exploring Educational Issues. United Kingdom: The Open University. Reprinted 1994 in Language and Literacy in Social Practice. Ed. Janet Maybin. Clevedon: Multilingual Matters, Ltd. Pp.73-95.] [PDF Available]

1982. (With Richard Laprade) Castilian Colonization and Indigenous Languages: The cases of Quechua and Aymara. In R. L. Cooper, Ed. Language Spread: Studies in diffusion and social change. Bloomington, IN: Indiana University Press. Pp. 118-147.

1982. American English: Quest for a model. In Braj B. Kachru, Ed. The Other Tongue: English across cultures. Urbana: University of Illinois Press. Pp. 237-250.

1981. Oral and Literate Traditions—Endless Linkages. In Ann Humes, Ed. Moving Between Practice and Research in Writing. Los Alamitos, CA: SWRL. Pp. 19-34.

1981. (With Brian Sutton-Smith). Paradigms of Pretense. In Quarterly Newsletter of the Laboratory of Comparative Human Cognition. July 1981, Vol. 3, No. 3, Pp. 41-45.

1981. English in our Language Heritage. In Charles A. Ferguson & Shirley Brice Heath, Eds. Language in the USA. New York: Cambridge University Press. Pp. 40-63.

1981. Standard English: Biography of a symbol. In Timothy Shopen & Joseph Williams, Eds. Standards and Dialects in English. Cambridge, MA: Winthrop Publishers, Inc. Pp. 3-33. [Reprinted in 1986 in J. McKay & S. Cosmos, Eds. The Story of English. Dubuque: Kendall/Hunt Publishing Co. Pp. 218-233].

1981. (With Charles A. Ferguson). TESOL and Language in American Life. In J.C. Fisher, M.A. Clarke, & J. Schacter, Eds. On TESOL`80 Building Bridges: Research and practice in teaching English as a second language. Washington, D.C.: TESOL.

1980. The Functions and Uses of Literacy. In Journal of Communication. 29.2:123-33. [Reprinted 1986 in Kieran Egan, Suzanne de Castell, & Allan Luke, Eds. Cambridge:Literacy, Society and Schooling. Cambridge University Press. Pp. 15-26].

1979. The Context of Professional Languages: An historical overview for medicine. In Monograph Series on Language and Linguistics. Washington, D.C.: Georgetown University Press. Pp. 102-118.

1978. Bilingual Education and a National Language Policy. In Monograph Series on Language and Linguistics. Washington, D.C.: Georgetown University Press. Pp. 53-66.

1978. Teacher Talk: Language in the classroom. Arlington, VA: Center for Applied Linguistics/ERIC Clearinghouse on Languages and Linguistics. Language in Education Series 9. Pp. 26.

1978. (As consultant with L. Leann Parker) Bilingual Education: Current Perspectives.

1978. Social History and Sociolinguistics. The American Sociologist, Volume 13. Pp. 84-92.

1977. Our Language Heritage: A historical perspective. In J. K. Phillips, Ed. The Language Connection. Skokie, IL: National Textbook Company. Pp. 23-51.

1977. Language and Politics in the United States. In Monograph Series on Language and Linguistics. Washington, D.C.: Georgetown University Press. Pp. 267-296.

1976. A National Language Academy: Debate in the new nation. International Journal of the Sociology of Language, Volume 11. Pp. 9-44.

1976. Colonial Language Status Achievement: Mexico, Peru, and the United States. In A. Verdoodt and R. Kjolseth, Eds. Language in Sociology. Institut de Linguistique de Louvain: Editions Peeters. Pp. 49-93.

General interest/teacher-practitioner monographs and video productions

2007. (with James A. Banks, et al.) Learning in and out of school in diverse environments. Seattle, WA: LIFE Center and Center for Multicultural Education, University of Washington. Pp. 36.

2007. (with Bob Adams and Caitie Whelan). The Art of Engagement: A handbook for using the arts in pupil referral units. Doncaster, England: Doncaster Community Arts. Pp. 131.

2007. (with Elke Boehncke and Shelby Wolf). Made for each other: Creative arts and sciences in the secondary school. London: Creative Partnerships. Pp. 118.

2005. ArtShow 2 Grow. Director and Producer [DVD with two new short documentaries on two youth-based community organizations and the 1999 ArtShow].

Quarterly 2004-2005. Column on Research. Upstart: Youth Arts (United Kingdom).

2005. (with Shelby Wolf). Dramatic Learning in the Primary School. [A series of four booklets.] London: Creative Partnerships. Pp. 210.

2004. (with Shelby Wolf). Visual Learning in the Community School. [A series of five booklets.] London: Creative Partnerships. Pp. 240.

1999. ArtShow. Director. Documentary video produced for Partners for Livable Communities and for distribution to PBS. 56 min. 40 sec. [Winner of Gold Award, Worldfest Video and Film Festival, Houston, 2000; Winner of Chris Award, 2000].

1999. (co-authored with Laura Smyth). ArtShow: Youth and community development. A resource guide to accompany documentary ArtShow. In cooperation with the Carnegie Foundation for the Advancement of Teaching. Washington, D.C. Partners for Livable Communities. Pp. 96.

1999. (co-authored with Sara DeWitt). Truths to Tell: Youth and Newspaper Reading. Monograph. St. Petersburg, FL: Poynter Institute, 1995. Pp. 26.

1995. LISTEN UP! Youth as Resources. Director. Documentary video produced with Milbrey W. McLaughlin, Stanford University. Funded by the Spencer Foundation. 26 minutes.

1992. Language is a Moving Force. Director. Documentary video produced for World Conference on Education for All. Funded by the World Bank and UNICEF. 30 min.

1991. (with Leslie Mangiola). Children of Promise: Language-based learning with students of diverse linguistic and cultural backgrounds. Washington, D.C.: National Education Association, Center for the Study of Writing, and American Educational Research Association. Pp.64.

1986. Inside Learners: Cross-age Tutoring in Bilingual Education. Director and Producer. Documentary video. Funded by the Packard Foundation. 28 min.

PROFESSIONAL SERVICE

Membership in Professional Associations
  • Lifetime member, Modern Language Association (Member, Publications Committee, 1995-98; Chair, Publications Committee, 1997-1998)
  • American Anthropological Association
  • Linguistic Society of America
  • American Association for Applied Linguistics
  • United Kingdom Literacy Association
Public School Certification/Experience
  • Permanent certificate (Secondary: English, Spanish; Elementary: Remedial Reading) New York, Indiana, Virginia
  • Six years teaching experience (English, Spanish, English as Second Language, Primary-level reading)
 

Shirley Brice Heath