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This book explores the use of biographies, ethnographies, life history, and community work as a tool to know "self" and "other" in relationship to capacity building, pedagogical processes, and/or other activist scholarship. It was originally published as a special issue of the
International Journal of Qualitative Studies in Education.
List of contents
1. An introduction to ecologies of engaged scholarship: stories from activist-academics 2. La Universidad de la Vida: a pedagogy built to last 3. Breaking into public policy circles for the benefit of underserved communities 4. Living the consciousness: navigating the academic pathway for our children and communities 5. We help each other up: Indigenous scholarship, survivance, tribalography, and sovereign activism 6. I am, I am becoming: how community engagement changed our learning, teaching, and leadership 7. Skipping toward seniority: one queer scholar’s romp through the weeds of academe 8. Finding my critical voice for social justice and passing it on: an essay
About the author
Miguel A. Guajardo is a Professor in the Education and Community Leadership Program and a member of the doctoral faculty in School Improvement at Texas State University, USA. His research interests include issues of community building, community youth development, race and ethnicity, university and community partnerships, and Latino youth and families.
Francisco Guajardo is Professor of Organization and School Leadership and the Executive Director of the B3 Institute at the University of Texas Rio Grande Valley, USA. His research interests include school and community leadership, Latino epistemologies, Borderlands studies, and the integration of the arts in community leadership.
Leslie Ann Locke is an Assistant Professor of Educational Policy and Leadership Studies at the University of Iowa, USA, and a Director of the Research Initiative on Social Justice and Equity. Her research interests include leadership for social justice, schooling for students from marginalized groups, equity-oriented education policy, and qualitative methodologies.
Summary
This book explores the use of biographies, ethnographies, life history, and community work as a tool to know "self" and "other" in relationship to capacity building, pedagogical processes, and/or other activist scholarship. It was originally published as a special issue of the International Journal of Qualitative Studies in Education.
