Research in the Teaching of English Nov 2023

Conceptual Review: Finding Time: Opening Up Conceptions of Time in Literacy and Educational Research

Catherine Compton-Lilly

Abstract

Time and temporality are variously conceptualized and employed ubiquitously in both theoretical and empirical studies of education and literacy. Since education and learning are inherently defined as change over time, any theory of learning or education makes implicit or explicit claims about the nature of time. In this exploratory conceptual review / theoretical essay, temporal discourse analysis is used to identify the temporal claims operating in six studies drawing on six different theoretical framings: (1) predictive theorizing (Sénéchal & LeFevre, 2002); (2) developmental theorizing (Sulzby, 1985); (3) sociocultural theorizing (Gonzalez et al., 1995); (4) critical literacy theorizing (Jones & Enriquez, 2009); (5) critical race theory (Solórzano & Yosso, 2001); and (6) queer theorizing (Schey, 2023). Each theorization brings theoretical, methodological, and practical implications related to how research might be conducted, what changes across time, how time operates, and what might be tracked across time. Theorizations of time have substantive implications for what happens in classrooms and how what happens is interpreted by teachers, students, and researchers.

Journal
Research in the Teaching of English
Published
2023-11-01
DOI
10.58680/rte202332791
Open Access
Closed
Topics
discourse analysis literacy studies race and writing

Citation Context

Cited by in this index (1)

  1. Schey (2025)
    Composing Time in a Secondary U.S. Classroom: (Not) Challenging Ideological Pol…
    Written Communication

Cites in this index (1)

  1. Schey (2023)
    The Queer Temporalities of (Im)Possible School Futures: Transness, Christian Ep…
    Research in the Teaching of English
Also cites 21 works outside this index ↓
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  3. Butler (2002)
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     ↗
  4. Clandinin (2019)
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CrossRef global citation count: 3 View in citation network →

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