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

• ContentsForeword: Nick HitchonChapter 1: Introducing Time Time in Educational ResearchTime in Educational PracticeConsidering TrajectoriesConsidering SpaceChapter 2: Marvin’s Story Through Three Temporal LensesLemke’s Timescales: Making Meaning Across TimeBakhtin’s Chronotope: Institutional Expectations and TimeBourdieu’s Habitus: Embodied Dispositions across TimeConclusionsChapter 3: David, Angela, & Bradford: Discourses over TimeThe Language that People Use to Situate Themselves within TimeThe Pace of Schooling and Temporal LanguageRepeated Stories over TimeConclusionsChapter 4: Alicia and her Family across TimeMaking Meaning across TimeAlicia and her FamilyRevisiting AliciaConclusionsChapter 5: Peter Becomes a Writer: The Development of Writing HabitusHabitus and FieldResearching Habitus Introducing PeterDeveloping Writing HabitusConclusionsChapter 6: Literate Trajectory as Chronotope: The Case of JermaineA Theoretical Framework for Trajectory: Bakhtin’s ChronotopeIntroducing JermaineThe Affordances of Chronotope for Making Sense of Jermaine’s Literate TrajectoryConclusionsChapter 7: Christy and I: Trajectories across TimeLayering Christy ConclusionsChapter 8: Temporal ConclusionsAfterword: Barbara ComberAppendix A: A Longitudinal MethodologyAppendix B: Case Study Families

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