Tonya Huber – författare

Storied Lives: Emancipatory Educational Inquiry—Experience, Narrative, & Pedagogy in the International Landscape of Diversity contains exemplary research practices, strategies, and findings gleaned from the contributions to the 15 issues of the Journal of Critical Inquiry Into Curriculum and Instruction (JCI~>CI). Founding Editor Tonya Huber initiated the JCI~>CI in 1997, as a refereed journal committed to publishing educational scholarship and research of professionals in graduate study. The journal was distinguished by its requirement that the scholarship be the result of the first author’s graduate research—according to Cabell’s Directory, the first journal to do so. Equally important, the third issue of each volume targeted wide representation of cultures and world regions.“Current thinking on ...” written by members of the JCI~>CI Editorial Advisory Board explores state-of-the-art topics related to curriculum inquiry. Illustrations, photography (e.g., Sebastião Salgado’s Workers in vol. 2), collage, student-generated art/artifacts, and full-color art enhance cutting-edge methodologies extending educational research through Aboriginal and Native oral traditions, arts-based analysis, found poetry, data poetry, narrative, and case study foci on liberatory pedagogy and social justice action research.

Storied Lives: Emancipatory Educational Inquiry—Experience, Narrative, & Pedagogy in the International Landscape of Diversity contains exemplary research practices, strategies, and findings gleaned from the contributions to the 15 issues of the Journal of Critical Inquiry Into Curriculum and Instruction (JCI~>CI). Founding Editor Tonya Huber initiated the JCI~>CI in 1997, as a refereed journal committed to publishing educational scholarship and research of professionals in graduate study. The journal was distinguished by its requirement that the scholarship be the result of the first author’s graduate research—according to Cabell’s Directory, the first journal to do so. Equally important, the third issue of each volume targeted wide representation of cultures and world regions.

The vision of this book has been to represent the work of educators and scholars invested in moving education beyond insular models of language study and cultural awareness to more globally representative and inclusive interactions that range from the studied word to the lived experience, and from reading the word to read the world (Freire & Macedo, 1987). A fundamental aspect of this vision is to recognize the living nature of language and its intricate role in culture. Culture is mediated through language (Hauerwas, Skawinski, & Ryan, 2017, p. 202) and the linguistic experience of difference is essential for developing cultural competence beyond surface culture considerations. The editors of this volume are committed to a closer bond between literacy learning and cultural competencies, particularly when literacy practices and education are often characterized by quantifiable standards and accountability restraints. Readers of this volume will find meaningful and practical approaches to engage with learners from their earliest encounter with language(s), through adolescence and adulthood, and across ever-changing local and global communities.

The vision of this book has been to represent the work of educators and scholars invested in moving education beyond insular models of language study and cultural awareness to more globally representative and inclusive interactions that range from the studied word to the lived experience, and from reading the word to read the world (Freire & Macedo, 1987). A fundamental aspect of this vision is to recognize the living nature of language and its intricate role in culture. Culture is mediated through language (Hauerwas, Skawinski, & Ryan, 2017, p. 202) and the linguistic experience of difference is essential for developing cultural competence beyond surface culture considerations. The editors of this volume are committed to a closer bond between literacy learning and cultural competencies, particularly when literacy practices and education are often characterized by quantifiable standards and accountability restraints. Readers of this volume will find meaningful and practical approaches to engage with learners from their earliest encounter with language(s), through adolescence and adulthood, and across ever-changing local and global communities.

International Education Inquiries is a book series dedicated to realizing the global vision of Education 2030. This vision involves “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.” The founding editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe asking questions about transforming the vision of Education 2030 into a reality. Published chapters will reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the global discussion about the people, places and perspectives shaping Education 2030 outcomes.Education 2030 topics of interest include, but are not limited to,• Improving access to quality early childhood development, care, and pre-primary education;• Ensuring equal access for all women and men to affordable and quality education;• Increasing the number of youth and adults who have skills relevant for sustainable living and livelihoods;• Ensuring equal access for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations;• Achieving levels of literacy and numeracy required to engage in communities and employment;• Acquiring the knowledge and skills needed to promote sustainable development, including:* Human right* Gender equality,* Promotion of a culture of peace and non-violence,* Global citizenship education,* The appreciation of cultural diversity and of culture’s contributions to sustainable development,• Providing safe, non-violent, inclusive and effective learning environments for all;• Recruiting, preparing, supporting, and retaining quality teachers.

International Education Inquiries is a book series dedicated to realizing the global vision of Education 2030. This vision involves “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.” The founding editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe asking questions about transforming the vision of Education 2030 into a reality. Published chapters will reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the global discussion about the people, places and perspectives shaping Education 2030 outcomes.Education 2030 topics of interest include, but are not limited to,• Improving access to quality early childhood development, care, and pre-primary education;• Ensuring equal access for all women and men to affordable and quality education;• Increasing the number of youth and adults who have skills relevant for sustainable living and livelihoods;• Ensuring equal access for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations;• Achieving levels of literacy and numeracy required to engage in communities and employment;• Acquiring the knowledge and skills needed to promote sustainable development, including:* Human right* Gender equality,* Promotion of a culture of peace and non-violence,* Global citizenship education,* The appreciation of cultural diversity and of culture’s contributions to sustainable development,• Providing safe, non-violent, inclusive and effective learning environments for all;• Recruiting, preparing, supporting, and retaining quality teachers.

International Education Inquiries is a book series dedicated to realizing the global vision of The United Nations’ (2015) Transforming Our World: The 2030 Agenda for Sustainable Development. As resolved by the UN General Assembly (on 25 September 2015; see UN, 2015 October):The 17 Sustainable Development Goals and 169 targets which we are announcing today demonstrate the scale and ambition of this new universal Agenda. They seek to build on the Millennium Development Goals and complete what they did not achieve. They seek to realize the human rights of all and to achieve gender equality and the empowerment of all women and girls. They are integrated and indivisible and balance the three dimensions of sustainable development: the economic, social and environmental.The United Nations' goals and targets will stimulate action over the next decade in areas of critical importance for humanity and the planet... We are determined to end poverty and hunger, in all their forms and dimensions, and to ensure that all human beings can fulfil their potential in dignity and equality and in a healthy environment.This vision includes to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (SDG4, UN, 2017). The founding co-editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe asking questions about transforming the vision of Education 2030 into a reality. Published chapters reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the international professional knowledge base about the people, places, and perspectives shaping Education 2030 outcomes and the meaning of global citizen education (UNESCO, 2015).Education 2030 topics of interest include, but are not limited to the following:Improving access to quality early childhood development, care, and pre-primary educationEnsuring equal access for all women and men to affordable and quality educationIncreasing the number of youth and adults who have skills relevant for sustainable living and livelihoodsEnsuring equal access for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situationsAchieving levels of literacy and numeracy required to engage in communities and employment.Acquiring the knowledge and skills needed to promote sustainable development, including: education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship education, and the appreciation of cultural diversity and of culture’s contributions to sustainable developmentProviding safe, non-violent, inclusive and effective learning environments for allRecruiting, preparing, supporting, and retaining quality teachers.

International Education Inquiries is a book series dedicated to realizing the global vision of The United Nations’ (2015) Transforming Our World: The 2030 Agenda for Sustainable Development. As resolved by the UN General Assembly (on 25 September 2015; see UN, 2015 October):The 17 Sustainable Development Goals and 169 targets which we are announcing today demonstrate the scale and ambition of this new universal Agenda. They seek to build on the Millennium Development Goals and complete what they did not achieve. They seek to realize the human rights of all and to achieve gender equality and the empowerment of all women and girls. They are integrated and indivisible and balance the three dimensions of sustainable development: the economic, social and environmental.The United Nations' goals and targets will stimulate action over the next decade in areas of critical importance for humanity and the planet... We are determined to end poverty and hunger, in all their forms and dimensions, and to ensure that all human beings can fulfil their potential in dignity and equality and in a healthy environment.This vision includes to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (SDG4, UN, 2017). The founding co-editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe asking questions about transforming the vision of Education 2030 into a reality. Published chapters reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the international professional knowledge base about the people, places, and perspectives shaping Education 2030 outcomes and the meaning of global citizen education (UNESCO, 2015).Education 2030 topics of interest include, but are not limited to the following:Improving access to quality early childhood development, care, and pre-primary educationEnsuring equal access for all women and men to affordable and quality educationIncreasing the number of youth and adults who have skills relevant for sustainable living and livelihoodsEnsuring equal access for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situationsAchieving levels of literacy and numeracy required to engage in communities and employment.Acquiring the knowledge and skills needed to promote sustainable development, including: education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship education, and the appreciation of cultural diversity and of culture’s contributions to sustainable developmentProviding safe, non-violent, inclusive and effective learning environments for allRecruiting, preparing, supporting, and retaining quality teachers.

International Education Inquiries is a book series dedicated to realizing the global vision of Education 2030a. This vision involves “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.” The founding editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe asking questions about transforming the vision of Education 2030 into a reality. Published chapters will reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the global discussion about the people, places and perspectives shaping Education 2030 outcomes. Education 2030 topics of interest include, but are not limited to:Improving access to quality early childhood development, care and pre‑primary educationEnsuring equal access for all women and men to affordable and quality educationIncreasing the number of youth and adults who have skills relevant for sustainable living and livelihoodsEnsuring equal access for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situationsAchieving levels of literacy and numeracy required to engage in communities and employmentAcquiring the knowledge and skills needed to promote sustainable developmentProviding safe, non-violent, inclusive and effective learning environments for allRecruiting, preparing, supporting and retaining quality teachers.

International Education Inquiries is a book series dedicated to realizing the global vision of Education 2030a. This vision involves “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.” The founding editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe asking questions about transforming the vision of Education 2030 into a reality. Published chapters will reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the global discussion about the people, places and perspectives shaping Education 2030 outcomes. Education 2030 topics of interest include, but are not limited to:Improving access to quality early childhood development, care and pre‑primary educationEnsuring equal access for all women and men to affordable and quality educationIncreasing the number of youth and adults who have skills relevant for sustainable living and livelihoodsEnsuring equal access for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situationsAchieving levels of literacy and numeracy required to engage in communities and employmentAcquiring the knowledge and skills needed to promote sustainable developmentProviding safe, non-violent, inclusive and effective learning environments for allRecruiting, preparing, supporting and retaining quality teachers.

International Education Inquiries: People, Places, and Perspectives of Education 2030 is a book series dedicated to realizing the global vision of Education 2030. This vision involves 'ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all'. The founding editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe, asking questions about transforming the vision of Education 2030 into a reality. Published chapters will reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the International Education Inquiries series will be a leading forum for pioneers redefining the global discussion about the people, places, and perspectives shaping Education 2030 outcomes.