LEADER 04145nam 22007215 450 001 9910495171503321 005 20240724112757.0 010 $a9789811641572 010 $a9811641579 024 7 $a10.1007/978-981-16-4157-2 035 $a(CKB)4100000011994835 035 $a(MiAaPQ)EBC6689212 035 $a(Au-PeEL)EBL6689212 035 $a(DE-He213)978-981-16-4157-2 035 $a(EXLCZ)994100000011994835 100 $a20210803d2021 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aMaking Space for Storied Leadership in Higher Education $eLearning with Migrant and Refugee Populations in Early Childhood and Teacher Education Contexts /$fby Elizabeth P. Quintero, Larisa Callaway-Cole, Adria Taha-Resnick 205 $a1st ed. 2021. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2021. 215 $a1 online resource (134 pages) 225 1 $aRethinking Higher Education,$x2662-1487 311 08$a9789811641565 311 08$a9811641560 320 $aIncludes bibliographical references. 327 $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. 330 $aThis book analyzes stories of university early childhood faculty members, community activists in southern California, and children and the early childhood teacher education students working with them. The grounding of this research is reconceptualization of postmodern narrative theoretical influences. Through narrative inquiry, the book connects ongoing research to ongoing pedagogy. It explores the following research questions: (1) How do learners across generations create, build upon, and reinvent each other?s stories to make new meanings through consideration of family history, multigenerational knowledge, and experiences?; (2) How do learners? stories offer new possibilities through leadership that connects Global South knowledge with Global North contexts?; (3) In what ways is it possible to use this framework and methodology in Higher Education to promote systemic consistency in promoting social justice that is generatively inclusive? More than half of the research participants have truly lived bi-culturally, many of the children in the early care and education programs in the USA are from Mexico and Central America. These collaborators truly carry their roots with them as they strive for justice and authenticity in early childhood teacher education and community activists working with families and children. 410 0$aRethinking Higher Education,$x2662-1487 606 $aTeachers$xTraining of 606 $aEducation, Higher 606 $aEarly childhood education 606 $aEducation$xResearch 606 $aEducational sociology 606 $aTeaching and Teacher Education 606 $aHigher Education 606 $aEarly Childhood Education 606 $aResearch Methods in Education 606 $aSociology of Education 615 0$aTeachers$xTraining of. 615 0$aEducation, Higher. 615 0$aEarly childhood education. 615 0$aEducation$xResearch. 615 0$aEducational sociology. 615 14$aTeaching and Teacher Education. 615 24$aHigher Education. 615 24$aEarly Childhood Education. 615 24$aResearch Methods in Education. 615 24$aSociology of Education. 676 $a371.826912 700 $aQuintero$b Elizabeth P.$0854056 702 $aCallaway-Cole$b Larisa 702 $aTaha-Resnick$b Adria 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910495171503321 996 $aMaking Space for Storied Leadership in Higher Education$92240209 997 $aUNINA