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Doing time an exploration of timescapes in literacy learning and research

Doing time an exploration of timescapes in literacy learning and research

 Burgess, Amy.
 p353 - p365 English
Ngôn ngữEthnography.Research methodology.Literacy.Writing.
Tác giả CN Burgess, Amy.
Nhan đề Doing time: an exploration of timescapes in literacy learning and research / Amy Burgess
Mô tả vật lý p353 - p365
Tóm tắt This article has two purposes. At the theoretical level it is intended to contribute to debates about how learning happens over time. At the methodological level it is intended to suggest how a complex understanding of time can enrich both ethnographic methods and linguistic analysis. It uses the concept of timescapes to interpret ethnographic and linguistic data drawn from a study of identity and learning in adult literacy education in England. It makes three interconnected arguments. Firstly, learning and research do not just happen in time, but involve the social production of time. Secondly, learning and research do not happen in isolatable ‘moments’, but each moment is temporally extended to include the past and the future. Thirdly, analytical approaches that treat time as a static container or decontextualised measure of experience cannot fully account for the complexity of learning, which involves the creation of multi-dimensional timescapes.
Thuật ngữ chủ đề Ngôn ngữ- TV ĐHHN.
Từ khóa tự do Ethnography.
Từ khóa tự do Research methodology.
Từ khóa tự do Literacy.
Từ khóa tự do Writing.
Nguồn trích Language and education- Volume 24, 2010 - Issue 5
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a This article has two purposes. At the theoretical level it is intended to contribute to debates about how learning happens over time. At the methodological level it is intended to suggest how a complex understanding of time can enrich both ethnographic methods and linguistic analysis. It uses the concept of timescapes to interpret ethnographic and linguistic data drawn from a study of identity and learning in adult literacy education in England. It makes three interconnected arguments. Firstly, learning and research do not just happen in time, but involve the social production of time. Secondly, learning and research do not happen in isolatable ‘moments’, but each moment is temporally extended to include the past and the future. Thirdly, analytical approaches that treat time as a static container or decontextualised measure of experience cannot fully account for the complexity of learning, which involves the creation of multi-dimensional timescapes.
650[1 7] |a Ngôn ngữ |2 TV ĐHHN.
653[0 ] |a Ethnography.
653[0 ] |a Research methodology.
653[0 ] |a Literacy.
653[0 ] |a Writing.
773[ ] |t Language and education |g Volume 24, 2010 - Issue 5
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