Time in Education: Intertwined Dimensions and Theoretical Possibilities

Time in Education: Intertwined Dimensions and Theoretical Possibilities

By Catherine Compton-Lilly, Edited by Bobbie Kabuto. A Garn Press Women Scholar’s Series

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About the Book

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.

Praise

“Catherine Compton Lilly powerfully calls readers to critique, reflect upon, and act on the complexities of time in research, teaching and lived experience, providing generative suggestions for further research, changes in practice and reflection. This volume is a guide and is time well spent.” - Patricia Anders, Emerita Professor, University of Arizona

“Readers of this volume will enter a multi-faceted dialogue about the complexities of time and gain insights into how dominant culture’s conceptions of time limit life and learning opportunities. This book will provoke important conversations about how we might relate to time in ways that center people, relationships, and meaningful learning.” - Rebecca Rogers, Curators’ Distinguished Research Professor, University of Missouri-St. Louis

Catherine Compton-Lilly

Catherine Compton-Lilly is the John C. Hungerpiller Professor in the College of Education at the University of South Carolina. Her research focuses on family literacy practices, particularly the literacy practices of children from historically underserved communities.

Her initial work documented the home and school literacy practices of her former first grade students as they moved from elementary school through high school. In a current study, now in its eleventh year, she is exploring the family literacy practices of children from immigrant families.

She has edited or authored several books and articles related to literacy education. 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.

Bobbie Kabuto, Ph.D.

Bobbie Kabuto, Ph.D. is Professor of Literacy Education and Department Chair of the Elementary and Early Childhood Education Department at Queens College, City University of New York. She was the 2019 recipient of the United Kingdom Literacy Association (UKLA)/Wiley Research in Literacy Education Award and the Senior Editor for the Garn Press Women Scholars Series.

Her research interests include the relationships among early bi/literacy, socially constructed identities, and language ideologies. She currently works with families of struggling beginning readers and writers.

Her work has been highlighted in journals such as Reading Research Quarterly, The Journal of Early Childhood Literacy, and Early Childhood Research and Practice. Her first book Becoming Biliterate: Identity, Ideology, and Learning to Read and Write in Two Languages was published by Taylor and Francis in July 2010.

Bobbie Kabuto, Book News, Garn Press NewsGarn PressJanuary 18, 2021