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This is a book about story, the human experience, teaching and
learning, creativity and community. Story is so much more than
decoding text and writing using academic language. It also includes
literature and all forms of the arts; digital forms of story, from
social media to documentation of history; and new forms of
multilayered, multigenre research. Story is the backbone and the
catalyst for personal connections, appropriation of knowledge, and
synergy of knowledge for global citizens. Critical qualitative
research is the methodology by which to document and analyze what
is really going on in the complex, multidirectional interactions.
The authors maintain that story in a broad and newly enlightened
sense may help us to break out from the narrow concepts of
literacy, content knowledge related to measureable standards, and
random facts that are unrelated to dispositions for addressing
human needs. Literacy as a conceptual synthesis of knowledge,
skills, and dispositions has been giving us glimpses of synergistic
ways to approach learning and teaching.
This is a book about story, the human experience, teaching and
learning, creativity and community. Story is so much more than
decoding text and writing using academic language. It also includes
literature and all forms of the arts; digital forms of story, from
social media to documentation of history; and new forms of
multilayered, multigenre research. Story is the backbone and the
catalyst for personal connections, appropriation of knowledge, and
synergy of knowledge for global citizens. Critical qualitative
research is the methodology by which to document and analyze what
is really going on in the complex, multidirectional interactions.
The authors maintain that story in a broad and newly enlightened
sense may help us to break out from the narrow concepts of
literacy, content knowledge related to measureable standards, and
random facts that are unrelated to dispositions for addressing
human needs. Literacy as a conceptual synthesis of knowledge,
skills, and dispositions has been giving us glimpses of synergistic
ways to approach learning and teaching.
Problem-posing with Multicultural Children's Literature documents
an ongoing qualitative study of early childhood teachers using a
problem-posing method with multicultural children's literature.
Grounded in critical theory, the text has been written for use in
upper-division undergraduate- and graduate-level classes that study
infants, toddlers, preschoolers, kindergartners, and students in
grades one and two. The book uses examples from both early
childhood and elementary teacher education students, and practicing
teachers' work as they study critical literacy, multicultural
children's literature, and integrated early childhood curriculum.
This structure provides insights into guided research in child
development, cultural and linguistic contexts, learning theory,
strategies for teaching young children, family advocacy, and all
related aspects of early childhood teacher education as the
learners move through the activities.
This book analyzes stories of university early childhood faculty
members, community activists in southern California, and children
and the early childhood teacher education students working with
them. The grounding of this research is reconceptualization of
postmodern narrative theoretical influences. Through narrative
inquiry, the book connects ongoing research to ongoing pedagogy. It
explores the following research questions: (1) How do learners
across generations create, build upon, and reinvent each other's
stories to make new meanings through consideration of family
history, multigenerational knowledge, and experiences?; (2) How do
learners' stories offer new possibilities through leadership that
connects Global South knowledge with Global North contexts?; (3) In
what ways is it possible to use this framework and methodology in
Higher Education to promote systemic consistency in promoting
social justice that is generatively inclusive? More than half of
the research participants have truly lived bi-culturally, many of
the children in the early care and education programs in the USA
are from Mexico and Central America. These collaborators truly
carry their roots with them as they strive for justice and
authenticity in early childhood teacher education and community
activists working with families and children.
This book documents a qualitative study involving various groups of
teacher education students and practicing teachers. The study
encompassed learners' multiple languages and recognized ways that
multiple knowledge sources, identities, and language forms can
contribute to the formation of new relationships, new knowledge,
and new meanings. Integrating all the traditional content areas of
study, the arts, and new forms of cross-disciplinary ways of
knowing, a curriculum is framed around critical literacy, with its
underlying elements of participation by all, respect for multiple
sources of knowledge, and the responsibility of transformative
action. The book uses illustrative case studies to present the
research involved, and to identify the aspects of critical theory
and the themes and implications that emerged from this
participatory, learner-driven curriculum.
This book analyzes stories of university early childhood faculty
members, community activists in southern California, and children
and the early childhood teacher education students working with
them. The grounding of this research is reconceptualization of
postmodern narrative theoretical influences. Through narrative
inquiry, the book connects ongoing research to ongoing pedagogy. It
explores the following research questions: (1) How do learners
across generations create, build upon, and reinvent each other's
stories to make new meanings through consideration of family
history, multigenerational knowledge, and experiences?; (2) How do
learners' stories offer new possibilities through leadership that
connects Global South knowledge with Global North contexts?; (3) In
what ways is it possible to use this framework and methodology in
Higher Education to promote systemic consistency in promoting
social justice that is generatively inclusive? More than half of
the research participants have truly lived bi-culturally, many of
the children in the early care and education programs in the USA
are from Mexico and Central America. These collaborators truly
carry their roots with them as they strive for justice and
authenticity in early childhood teacher education and community
activists working with families and children.
Contrary to what students may think, teachers do have lives outside
the classroom. Rummel and Quintero (U. of Minnesota) extract from
their teacher interview study ways in which teachers' own literacy
experiences and sensibilities carry over into their instruction.
E.g. a special education teacher relates how he transmutes his
reading of travel/adv
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