Literacy and Schooling in One Family across Time

Autor/in	Compton-Lilly, Catherine
Titel	Literacy and Schooling in One Family across Time
Quelle	In: Research in the Teaching of English, 45 (2011) 3, S.224-251 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-527X
Schlagwörter	Literacy Education; Longitudinal Studies; Middle School Students; African Americans; Family Environment; Discussion; Reading Motivation; Poverty; Personal Narratives; Time; Educational Research; Semiotics; Case Studies; Interviews; Observation; Local History; Racial Bias; Racial Factors + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Afroamerikaner; Familienmilieu; Diskussion; Lesemotivation; Armut; Erlebniserzählung; Zeit; Bildungsforschung; Pädagogische Forschung; Semiotik; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Ortsgeschichte; Racial discrimination; Rassismus
Abstract	Most research involving the analyses of discourses targets particular points in time or relatively short durations (i.e., one semester, one year). Failure to recognize the ways discourses operate over long periods of time limits the ability of educators and researchers to recognize the temporal nature of meaning construction. Through this longitudinal research project, I tracked discourses about literacy and schooling to document how events at multiple timescales (Lemke, 2000, 2001) converged in the literacy and schooling experiences of one student. Specifically, I asked how one African American middle-school student and members of her family drew upon and negotiated discourses related to past and ongoing experiences as well as larger social histories as they made sense of literacy and schooling. Based on data from an eight-year study, I applied grounded coding methods to identify and track discourses voiced in interview transcripts and field notes. Findings from the study suggest that discourses were taken up, challenged, modified, negotiated, and abandoned by participants across time. Participants drew on multiple, intertextual language resources within families and other social contexts to make sense of themselves and their experiences recursively as they recalled, neglected, revisited, and forgot particular stories and events and identified familiar social types. (Contains 3 tables.) (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10