ABSTRACT
When community members participate with one another, they jointly produce story lines that position, or situate, themselves in particular ways (Davies & Harré, 1990). This section examines how youth are positioned as readers and writers in school. The chapters in this section point to the processes involved in youth seeing themselves in such ways as high achievers, questioners, and disappointments relative to academic literacy. The authors show such positioning occurring while youth participate in the particular discursive practices of their academic subjects enacted by their particular teachers, classmates, and themselves.
