1st Edition
Reading Students' Lives Literacy Learning across Time
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. The final book in a series of four that track a group of low-income African American students and their parents across a decade, it follows the same children into high school, bringing to the forefront issues and insights that are invisible in shorter-term projects. This is a free-standing volume that breaks new ground both theoretically and methodologically and has important implications for children, schools, and educational research. Its significant contributions include the unique longitudinal nature of the study, the lens it casts on family literacy practices during high school years, the close and situated look at the experiences of children from communities that have been historically underserved by schools, and the factors that alltoooften cause many of these children to move further and further away from school, eventually dropping out or failing to graduate.
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.
