Harvard Educational Review
  1. Spring 2023 Issue »

    Global Flows and Critical Cosmopolitanism

    A Longitudinal Case Study

    Catherine Compton-Lilly and Margaret R. Hawkins
    In this longitudinal case study, Catherine Compton-Lilly and Margaret R. Hawkins explore one immigrant youth’s engagement with transglobal activities and flows of information and his emerging awareness of the world. Contending that transglobal flows create learning opportunities that are rarely available to children raised in mononational and monocultural spaces, the authors add to scholarship that highlights the knowledge, awareness, understandings, and literacies that children in transglobal families bring to classrooms. Specifically, they examine twelve years of longitudinal data following the youth’s development of a critical cosmopolitan stance and then apply a transliteracies framework to analyze complementary facets of emergence, uptake, resonance, and scale implicated in transglobal relations and comparisons. The article closes with recommendations for educational practice.

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    Catherine Compton-Lilly (https://orcid.org/0000-0002-2116-7374) holds the John C. Hungerpiller Chair in the College of Education at the University of South Carolina. She teaches courses in literacy and equity education and works with professional development schools in Columbia. Her interests include early reading and writing, student diversity, and working with families. She engages in longitudinal research projects that extend over a decade. Her interests include exploring how time operates as a contextual factor in children’s lives as they progress through school and construct their identities as students and readers. Compton-Lilly has published eleven books and numerous peer-reviewed research articles. Her research has been funded by Spencer, NCTE, IRA, and Harvard University. She is currently funded by the Fulbright Scholars Program to work with Indigenous communities in Taiwan.

    Margaret R. Hawkins (https://orcid.org/0000-0001-6766-247X) is a professor in the Department of Curriculum and Instruction and the Second Language Acquisition PhD program at the University of Wisconsin–Madison. Her work attends to languages, literacies, and learning across classroom, home, and community-based settings in local and global contexts. Her research has examined classroom ecologies; families and schools; language teacher education; out-of-school spaces of learning; globalization, mobility, and education; and digitally mediated communications. She is currently exploring semiotics and relations in transmodal communications. A community-engaged scholar, Hawkins has worked with schools, communities, community organizations, and institutions of higher education around the world. She is the recipient of the 2019 Leadership Through Research Award from the Second Language Research SIG of the American Educational Research Association and the 2019 Erwin Zolt Digital Literacy Gamechanger Award from the International Literacy Association.
  2. Spring 2023 Issue


    The Feminist Teacher’s Dilemma
    Faculty Labor and the Culture of Sexual Violence in Higher Education
    Stephanie R. Larson
    Global Flows and Critical Cosmopolitanism
    A Longitudinal Case Study
    Catherine Compton-Lilly and Margaret R. Hawkins
    Public Goods, Private Goods, and School Preferences
    Leslie K. Finger and David M. Houston
    Norms of Convivencia as Practices of Abjection
    Saving the Nation by Saving the Muslim Girl
    Belén Hernando-Lloréns
    Distracting, Erasing, and Othering
    A Critical Analysis of the Teachers Pay Teachers’ Teach for Justice Collection
    Katy Swalwell, Noreen Naseem Rodríguez, Amy Updegraff, and Leslie Ann Winters

    Book Notes

    Cancel Wars
    Sigal R. Ben-Porath

    Algorithms of Education
    Kalervo N. Gulson, Sam Sellar, and P. Taylor Webb

    Right Where We Belong
    Sarah Dryden-Peterson