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Making Space for Storied Leadership in Higher Education - Learning with Migrant and Refugee Populations in Early Childhood and... Making Space for Storied Leadership in Higher Education - Learning with Migrant and Refugee Populations in Early Childhood and Teacher Education Contexts (Hardcover, 1st ed. 2021)
Elizabeth P. Quintero, Larisa Callaway-Cole, Adria Taha Resnick
R3,105 Discovery Miles 31 050 Ships in 10 - 15 working days

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.

Making Space for Storied Leadership in Higher Education - Learning with Migrant and Refugee Populations in Early Childhood and... Making Space for Storied Leadership in Higher Education - Learning with Migrant and Refugee Populations in Early Childhood and Teacher Education Contexts (Paperback, 1st ed. 2021)
Elizabeth P. Quintero, Larisa Callaway-Cole, Adria Taha Resnick
R2,091 Discovery Miles 20 910 Ships in 10 - 15 working days

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.

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