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David Bloome, Laurie Katz, Huili Hong, Patricia May-Woods & Melissa Wilson

In: The SAGE Handbook of Early Childhood Literacy

Chapter 34: Methodologies in Research on Young Children and Literacy

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Methodologies in Research on Young Children and Literacy
Methodologies in research on young children and literacy
DavidBloome, LaurieKatz, HuiliHong, PatriciaMay-Woods and MelissaWilson
Introduction

In this chapter we ask what are the chronotopes underlying the methodological grammars employed in research on young children and literacy.1 By chronotope we are referring to an implied ideology about how people move through time and space. Every research study has an implied chronotope(s) expressed through its methodological grammar (see Kamberelis and Dimitriadis, 2005).

We have borrowed the term chronotope from literary theory, specifically from Bakhtin (1981):

We will give the name chronotope (literacy, ‘time space’) to the intrinsic connectedness of temporal and spatial relationships that are artistically expressed in literature … [chronotope] expresses the inseparability of space and time … In the literary artistic chronotope, ...

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