Making Space for Storied Leadership in Higher Education: Learning with Migrant and Refugee Populations in Early Childhood and Teacher Education Contexts (Rethinking Higher Education)

"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 others 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."--Back cover Multiplicities in lived experiences: Storying as a way...Forward References Acknowledgments Contents 1 Introduction 1.1 2020 Context: A Global Pandemic and a Global Outcry Against Injustice 1.2 Dear Reader: Your Invitation to Participate 1.3 Conceptual and Experiential Reasons that Story Makes Space for Our Voices 1.4 Contexts: World Migration and Our Participants 1.4.1 Carrying Our Roots 1.4.2 Theoretical Perspectives 1.4.3 Evolving Findings 1.5 Building on Leadership Through Intergenerational Stories and Deeper Analysis 1.6 Leading and Learning through Story where Histories, Cultures, and Languages Meet References 2 Storying History Through Family Literacy 2.1 Sydney, Australia, 2018 December, Australian Association for Research in Education 2.2 The Dance Between Past and Present 2.3 Respecting Our Collaborators and Co-researchers 2.4 Intergenerational, Multilingual Family Literacy 2.4.1 What We Learned Together 2.4.2 Results of the El Paso Pilot Project 2.4.3 The Unexpected 2.5 Project FIEL—A Title VII Demonstration Project 2.5.1 Instructional Model 2.5.2 Evolution of the Bilingual Model 2.5.3 Curriculum Evolution... Adjustments! 2.6 The Poj Niam Thiab Meyuam (Mother/Child School) Duluth, Minnesota 2.7 Parent Advocacy 2.8 Promising Realities References 3 Storying Teacher Preparation 3.1 Empowering a Diverse Workforce Through Relationships and Story 3.2 Storying in the Higher Education Classroom 3.3 “Us” Versus “Them” to “We” 3.4 Where Do We Go? References 4 Storying Family Relationships 4.1 Storying as a Way of Unraveling and Entangling 4.2 The Power of Being and Working With 4.3 Storied Snapshots of Family Life 4.3.1 The Díaz/Martinez Family 4.3.2 The Puentes Family 4.4 Cultural Values and Their Role in the Nurturing of Young Children 4.5 Leadership Through Family-Generated Agency 4.5.1 Relationships as Agentic Forces 4.5.2 Caregiving as Agentic Change 4.5.3 Remaining Informed as Agentic Change 4.5.4 Story Sharing as Agentic Change 4.6 Conclusion References 5 Storying Co-mentoring 5.1 Two-Gathering 5.2 Storying as Co-mentorship 5.3 Pedagogy of Vulnerability 5.3.1 Making Room for Emotion 5.3.2 Leaning into Love 5.3.3 Bringing Ourselves to the Table 5.4 Whipping up Generative Change 5.5 Relationships Onward References 6 Storying Educational Leadership in Challenging Contexts 6.1 Graduate Students Exploring Challenging Contexts 6.2 Combination of Personal History, Community Relationships, Activism, and New Information 6.3 The Beginnings of the Students’ Research and Project Planning 6.4 Early Childhood Student Teachers in a California Program 6.5 Contexts, World Migration, and Our Participants 6.6 Glimpses of Student Teachers Learning Through Stories of Children 6.7 Student Teachers Preparing to Work with Migrating Families and Children References 7 Storying Dreaming and Learning 7.1 Guides for Storying: Children, Scholars, Authors, and Activists 7.2 Children Combining Fantasy, Reality, People, and Other-Than-Humans in Stories 7.2.1 Imagination and Re-turning 7.2.2 Re-turning: Teachers’ Life Experiences as Children Influencing Them as Teachers 7.3 Current Stories Developing at the Border in the United States 7.4 Becoming Advocates for Imagination and New Ways of Making Meaning References 8 Storying Onward 8.1 Amplifying Voices Through Counterstory 8.2 Nurturing Relationships 8.3 Having the Potential for Building Better, Making New 8.4 Conclusion References