Time in education

Intertwined dimensions and theoretical possibilities

Bibliographic Data

ID4356474
AuthorsCatherine Compton-Lilly (University of Wisconsin–Madison), Catherine Compton‐lilly (0000-0002-2116-7374, University of Wisconsin–Madison, corresponding author)
Year2016
Volume25
Issue3
Pages575-593
Publication date2016-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueTime & Society (JOURNAL)
Journal identifiersISSN: 0961-463X • E-ISSN: 1461-7463
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0961463x15587837
OpenAlexW2345540254
LanguageEN
Citations received21
References cited27

In this article, Compton-Lilly proposes that time acts as a constitutive dimension of people's experiences that significantly affects the ways people make sense of their worlds. After briefly examining the ways time has been conceptualized in educational practice, she explores the temporal affordances of three highly influential theories described by Bakhtin, Bourdieu, and Lemke. To illustrate the temporal potential of these theories, Compton-Lilly draws upon data from a 10-year case study of one student and his family. Temporality is revealed as a multifaceted contextual dimension. Attending to the various ways people operate within time provides important insights into the construction of 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

Aesthetics · Affordance · Cognitive psychology · Dimension (graph theory · Epistemology · Identity (music · Literacy · Pedagogy · Sociology · Temporality · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms · Psychology

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