Re-Reading Families: The Literate Lives of Urban Children, Four Years Later by Catherine Compton-Lilly, James Paul Gee (Foreword by)

Foreword   James Paul Gee     ix
Acknowledgments     xi
Introduction: Four Years Later: The Role of Reading in Students' Lives     1
Demographics and Achievement     5
The Importance of Longitudinal Qualitative Research     7
Race and Research     9
The Purposes of This Book     10
The Plan of this Book     12
Discourses and Figured Worlds     13
Focusing on the Context     13
Considering Discourses     16
Figured Worlds: Discourses in Action     25
Two Dominant Discourses: Paying Attention and High-Stakes Testing     28
Paying Attention: "They Probably Don't Listen to the Teacher"     29
High-Stakes Testing: "I Think It's Great"     36
Conclusions: Rereading Dominant Discourses     42
Proximity and Distance: Marvin's and Jermaine's Stories     44
Marvin's Story     45
Jermaine's Story     54
Conclusions     61
Gender and Schooling: Alicia's and Jasmine's Stories     66
Alicia's Story     66
Jasmine's Story     73
Conclusions     79
Degrees of Reading Success and Failure: Peter and Bradford     85
Reading Capital: Defining Success and Failure     86
Peter and Bradford     88
Peter, Bradford, and Reading Capital     92
The Intersection of Race with Reading Capital     104
Unrecognized Failures and Successes     105
Conclusions     107
Rereading Conclusions     111
Hearing Alternative Discourses     113
The Possibility of Change     115
Recommendations and Possibilities     119
Family Overviews     123
Research Methodology     125
References     127
Index     133
About the Author     143