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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 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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