Overview
- Includes case studies and historical and current information about higher education and supporting learners in migration
- Offers information about research collaborations with migrating families, children, and teachers
- Provides practical strategies such as bilingual family literacy, professional learning communities, and unique research methodologies
Part of the book series: Rethinking Higher Education (RHE)
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About this book
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.
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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Keywords
- teacher education for migrating families
- teacher education for learners of all ages
- research with migrating families
- research with learners of all ages
- qualitative research methodologies for multilingual learners
- qualitative research methodologies for collaboration
- early childhood administration
- dynamic curriculum through story
- participant-driven curriculum through story
- contexts for inclusive programming in multilingual communities
- inclusive design and implementation in curriculum design
- inclusive pedagogy in teacher education
- inclusive early childhood studies programs
- professional learning communities for support
- storying as pedagogy
- storying as research
Table of contents (8 chapters)
Authors and Affiliations
About the authors
Elizabeth P. Quintero's teaching in higher education has focused on early childhood studies, with an emphasis on literacy and curriculum in communities with migrating families. She has designed and taught courses regarding parent engagement, bilingual education, and curriculum for multilingual students. She was coordinator of Early Childhood Studies at University of Minnesota Duluth, later coordinator of Early Childhood Masters students at NYU and chair of the doctoral committee. From 2007 to 2018 she was Chair of Early Childhood Studies at CSU Channel Islands and is now Professor Emerita.
Larisa Callaway-Cole is an Assistant Professor in the Department of Human Development and Family Science in the College of Education and Human Sciences at Oklahoma State University. Prior, Larisa spent several years teaching in early childhood and higher education contexts throughout California. Larisa’s research interests focus on the dynamic counternarratives of minoritized children and families, specifically regarding the power of storying and prioritizing loving-relationality in research methodologies.
Adria Taha-Resnick is Lecturer at California State University Channel Islands, School of Education. Adria has served children, families and early care and education teacher development throughout California and Texas. Adria’s interests include leadership development of early childhood professionals and examining the traditional discourse of quality across cultural contexts.
Bibliographic Information
Book Title: Making Space for Storied Leadership in Higher Education
Book Subtitle: Learning with Migrant and Refugee Populations in Early Childhood and Teacher Education Contexts
Authors: Elizabeth P. Quintero, Larisa Callaway-Cole, Adria Taha-Resnick
Series Title: Rethinking Higher Education
DOI: https://doi.org/10.1007/978-981-16-4157-2
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021
Hardcover ISBN: 978-981-16-4156-5Published: 04 August 2021
Softcover ISBN: 978-981-16-4159-6Published: 05 August 2022
eBook ISBN: 978-981-16-4157-2Published: 03 August 2021
Series ISSN: 2662-1479
Series E-ISSN: 2662-1487
Edition Number: 1
Number of Pages: XIII, 126
Topics: Teaching and Teacher Education, Higher Education, Early Childhood Education, Research Methods in Education, Sociology of Education, Sociology of Education