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Informationen zum Autor Catherine Compton-Lilly is Professor of Literacy Education, University of Wisconsin–Madison, USA. Klappentext 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. Zusammenfassung 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. Inhaltsverzeichnis 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 Me...
