Time in Education - Compton-Lilly, Catherine
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Time in Education: Intertwined Dimensions and Theoretical Possibilities is part of the Garn Press Women Scholars Series. It explores the intersection of literacy and the construct of time within education through the scholarship of Catherine Compton-Lilly, who highlights the complexity of studying learning. In particular, she focuses on how and what people learn over time within school-based structure, which entail established power structures that define who we are as learners, privileging some learners and marginalizing others.Catherine Compton-Lilly presents a theoretical kaleidoscope of…mehr

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Produktbeschreibung
Time in Education: Intertwined Dimensions and Theoretical Possibilities is part of the Garn Press Women Scholars Series. It explores the intersection of literacy and the construct of time within education through the scholarship of Catherine Compton-Lilly, who highlights the complexity of studying learning. In particular, she focuses on how and what people learn over time within school-based structure, which entail established power structures that define who we are as learners, privileging some learners and marginalizing others.Catherine Compton-Lilly presents a theoretical kaleidoscope of learning and literacy over time and illustrates how understandings of learners and learning shift as educators cast their gaze through different theoretical lenses. She asks how people reconcile, or strive to reconcile, complementary and contradictory framings of learners-a dilemma often faced by educators and parents. Specifically, Compton-Lilly proposes that time acts as a constitutive dimension of people's experiences that significantly affects how people make sense of their worlds by exploring the temporal affordances of three highly influential theories: Jay Lemke, Mikhail Bakhtin, and Pierre Bourdieu. To illustrate the temporal potential of these theories, she draws upon data from a ten-year case study of one student and his family. Attending to how people operate within time provides important insights into longitudinal processes including identity construction, literacy learning, and becoming a student. These insights are important not only to researchers who attempt to make sense of the experiences of children and teachers, but also to educators who must seek ways to acknowledge and effect the longitudinal trajectories of children.
Autorenporträt
Catherine Compton-Lilly is the John C. Hungerpiller Professor at the University of South Carolina. As a professor in the College of Education, Dr. Compton-Lilly's research has focused on family literacy practices, particularly the literacy practices of children from communities that have been underserved by schools. In her initial work, she documented the home and school literacy practices of eight of her former first grade students as they moved from elementary school through high school. In a current study, now in its tenth year, she is exploring the family literacy practices of children from immigrant families. She has edited or authored eight books and has authored multiple articles related to family literacy in major literacy journals including the Reading Research Quarterly, Research in the Teaching of English, The Reading Teacher, Journal of Early Childhood Literacy, Written Communication, Journal of Literacy Research and Language Arts. She has a passion for helping teachers to support children in learning to read and write. Her interests include early reading and writing, student diversity, and working with families. She has a strong interest in teacher education and is currently documenting the exceptional teacher education practices at the University of South Carolina. She holds emerita status at the University of Wisconsin Madison.