Overview

Explains and illustrates dialogic teacher research with immigrant and refugee families--which encompasses methods that are at once ethnographic, participatory, and narrative. Engages teacher-researchers and participants in dialogues that shed light on economic, political, social, and cultural relationships and provides examples of how dialogic teacher research can inspire changes in teaching, curriculum, and school-community relations. Intended for researchers, teachers, and students in the areas of educational foundations; second-language, multicultural, and comparative educational language and culture; qualitative research.

Full Product Details

9780805837087

Table of Contents

Reviews

"""The essence of this book is to promote broader understanding and social justice in schools and communities. This work also hopes to alleviate the challenge of dialogue between teachers and those whose cultural backgrounds they seek to understand. Most importantly, it is designed to bridge school, community, and family. This work makes an excellent contribution to effective multicultural teaching and learning."" —Multicultural Review ""Both pre- and in-service educators, graduate and undergraduate students, contributed to this eloquently written resource for those current and future professionals providing services and support to immigrants and refugees from around the globe....Scattered throughout the text are valuable tables, maps, illustrations, and photographs that provide readers with visual representations of population statistics, geography, and the day-to-day experiences of the most recent newcomers to the U.S....This powerful text is a must-read and would fit well in teacher education, anthropology, and language/culture courses."" —TESL-EJ ""This book is truly important for teacher education and is beautifully written to capture the experiences and emotions of teachers/researchers and immigrant community members....It shows how teachers' journeys as border crossers can bring much insight into bridging homes and school. It calls for reflection, responsibility, and action and in this way is a significant contribution to the field of education."" —Sophia Villenas University of Utah"

The essence of this book is to promote broader understanding and social justice in schools and communities. This work also hopes to alleviate the challenge of dialogue between teachers and those whose cultural backgrounds they seek to understand. Most importantly, it is designed to bridge school, community, and family. This work makes an excellent contribution to effective multicultural teaching and learning. -Multicultural Review Both pre- and in-service educators, graduate and undergraduate students, contributed to this eloquently written resource for those current and future professionals providing services and support to immigrants and refugees from around the globe....Scattered throughout the text are valuable tables, maps, illustrations, and photographs that provide readers with visual representations of population statistics, geography, and the day-to-day experiences of the most recent newcomers to the U.S....This powerful text is a must-read and would fit well in teacher education, anthropology, and language/culture courses. -TESL-EJ This book is truly important for teacher education and is beautifully written to capture the experiences and emotions of teachers/researchers and immigrant community members....It shows how teachers' journeys as border crossers can bring much insight into bridging homes and school. It calls for reflection, responsibility, and action and in this way is a significant contribution to the field of education. -Sophia Villenas University of Utah

Author Information

Donald F. Hones

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