Storied Inquiries in International Landscapes

A volume in TeachingLearning Indigenous, Intercultural Worldviews: International Perspectives on Social Justice and Human Rights Series Editor: Tonya Huber, St. Cloud State University, Minnesota If we hope to initiate, implement, assess, and sustain change, we need to reposition ourselves to see, engage with, and understand the world in ways that may be new to us. This book, Storied Inquiries in International Landscapes: An Anthology of Educational Research, culled from the 15 issues of the Journal of Critical Inquiry Into Curriculum and Instruction (JCI >CI), synergizes readers to do just that. Those who spend time with the collected works in this volume can expect to be immersed in a diverse array of compelling experiences, each of which explores the challenges of human relations and culturally responsible education through traditional research venues as well as arts-informed methods. These meaning-filled approaches include inquiry through the creation of collage, found poetry, photographic imagery, quilting, metaphorical analysis, and narrative. The engaging experiences their authors have crafted for us teach us a great deal about how activists, artists, researchers, and teachers who possess a deep passion for their work acknowledge silenced voices; represent them from a variety of perspectives; and in doing so, move readers toward personal, professional, or social action in their own lives. This anthology is intended to serve the multiple audiences who have expressed a similar passion for liberatory pedagogy, social justice, and human rights work over the years, as well as those who are just discovering it for the first time. ENDORSEMENTS: Teaching/Learning Indigenous, Intercultural Worldviews is a welcome new book series which holds promise for linking narratives of human rights struggles to the growing movement to decolonize scholarship and practice in education for diversity. The series offers a new dialogue space for Indigenous and ally voices-especially for those actively engaged in the work of social justice and work on "the edge of each other's battles" (Audre Lorde). Dr. Beth Blue Swadener, Arizona State University Storied Inquiries, a research anthology into the nature of a teaching and learning life, reveals a textured richness amid a simple complexity into transformative perspectives and un/expected scenarios that engage everyday life and challenge the reader to rethink and maybe even alter her/his teaching and learning imaginary. This anthology challenges the normativity of historically oppressive radio-active tailings due to micro-aggressions and mini-assaults wrought by colonized indoctrination so named schooling. This comprehensive anthology is testament to an editorial vision for libratory scholarship. It is a must read that provides, among its many merits, axiological clarity for praxising a precommitment to love, respect, and dignity for the Self and the Other when engaged in the teachinglearning moment. Dr. Rudolfo Chávez Chávez, New Mexico State University I am so pleased to see the publication of these articles from JCI >CI. Most of its articles were written by graduate students, though professors were invited to do forewords and afterwords. I was privileged to be one of these. In doing so, I was astounded at the cutting edge, state-of-the-art work being done. Like the journal from which it evolved, this book contains ideas, inquiries, and modes of expression that challenge curriculum scholars to look deeply within, unleash imagination, strive for greater justice, learn from indigenous perspectives, overcome globalization with diverse world-wide cultural understanding, and cultivate lives that are more fully human through powerful story and beautiful art. Dr. William H. Schubert, Professor, University of Illinois at Chicago