Reading Students' Lives documents literacy practices across time as children move through school, with a focus on issues of schooling, identity construction, and how students and their parents make sense of students' lives across time. Breaking new ground both theoretically and methodologically, this unique longitudinal study has important implications for children, schools, and educational research.
Reading Students' Lives documents literacy practices across time as children move through school, with a focus on issues of schooling, identity construction, and how students and their parents make sense of students' lives across time. Breaking new ground both theoretically and methodologically, this unique longitudinal study has important implications for children, schools, and educational research.
Catherine Compton-Lilly is Professor of Literacy Education, University of Wisconsin-Madison, USA.
Inhaltsangabe
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
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
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