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Reading Students' Lives
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Table of Contents

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

About the Author

Catherine Compton-Lilly is Professor of Literacy Education, University of Wisconsin-Madison, USA.

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