Description
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.
