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020 _a9789811641572
024 7 _a10.1007/978-981-16-4157-2
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_bENG
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100 1 _aQuintero, Elizabeth P.
_eauthor.
_0(orcid)0000-0002-5659-0121
_1https://orcid.org/0000-0002-5659-0121
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_92145
245 1 0 _aMaking Space for Storied Leadership in Higher Education
_h[electronic resource] :
_bLearning with Migrant and Refugee Populations in Early Childhood and Teacher Education Contexts /
_cby Elizabeth P. Quintero, Larisa Callaway-Cole, Adria Taha-Resnick.
250 _a1st ed. 2021.
264 1 _aSingapore :
_bSpringer Nature Singapore :
_bImprint: Springer,
_c2021.
300 _aXIII, 126 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
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490 1 _aRethinking Higher Education,
_x2662-1487
505 0 _a1 Introduction -- 2 Experts informing early childhood teacher education -- 3 Early childhood studies in higher education: Inclusive design and implementation -- 4 Sharing family story in teacher education to encourage migrating families participation -- 5 Story through professional learning communities to support early childhood leadership and encourage refugee/migrant participation -- 6 Final chapter.
520 _aThis 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.
650 0 _aTeachers—Training of.
_91408
650 0 _aEducation, Higher.
650 0 _aEarly childhood education.
650 0 _aEducation—Research.
_91431
650 0 _aEducational sociology.
650 1 4 _aTeaching and Teacher Education.
_91412
650 2 4 _aHigher Education.
_91423
650 2 4 _aEarly Childhood Education.
650 2 4 _aResearch Methods in Education.
_91433
650 2 4 _aSociology of Education.
700 1 _aCallaway-Cole, Larisa.
_eauthor.
_0(orcid)0000-0002-8636-8150
_1https://orcid.org/0000-0002-8636-8150
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_92146
700 1 _aTaha-Resnick, Adria.
_eauthor.
_0(orcid)0000-0002-6407-6632
_1https://orcid.org/0000-0002-6407-6632
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_92147
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789811641565
776 0 8 _iPrinted edition:
_z9789811641589
776 0 8 _iPrinted edition:
_z9789811641596
830 0 _aRethinking Higher Education,
_x2662-1487
_92148
856 4 0 _uhttps://doi.org/10.1007/978-981-16-4157-2
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