1st Edition
Reading Students' Lives Literacy Learning across Time
Contents
Foreword: Nick Hitchon
Chapter 1: Introducing Time
Time in Educational Research
Time in Educational Practice
Considering Trajectories
Considering Space
Chapter 2: Marvin’s Story Through Three Temporal Lenses
Lemke’s Timescales: Making Meaning Across Time
Bakhtin’s Chronotope: Institutional Expectations and Time
Bourdieu’s Habitus: Embodied Dispositions across Time
Conclusions
Chapter 3: David, Angela, & Bradford: Discourses over Time
The Language that People Use to Situate Themselves within Time
The Pace of Schooling and Temporal Language
Repeated Stories over Time
Conclusions
Chapter 4: Alicia and her Family across Time
Making Meaning across Time
Alicia and her Family
Revisiting Alicia
Conclusions
Chapter 5: Peter Becomes a Writer: The Development of Writing Habitus
Habitus and Field
Researching Habitus
Introducing Peter
Developing Writing Habitus
Conclusions
Chapter 6: Literate Trajectory as Chronotope: The Case of Jermaine
A Theoretical Framework for Trajectory: Bakhtin’s Chronotope
Introducing Jermaine
The Affordances of Chronotope for Making Sense of Jermaine’s Literate Trajectory
Conclusions
Chapter 7: Christy and I: Trajectories across Time
Layering Christy
Conclusions
Chapter 8: Temporal Conclusions
Afterword: Barbara Comber
Appendix A: A Longitudinal Methodology
Appendix B: Case Study Families
Biography
Catherine Compton-Lilly is Professor of Literacy Education, University of Wisconsin–Madison, USA.
