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A Path to Our Future: Artful Thinking, Learning, Teaching, and Research


Elizabeth P. Quintero and Mary Kay Rummel

This is a book about story, the human experience, teaching and learning, creativity and community. Story is so much more than decoding text and writing using academic language. It also includes literature and all forms of the arts; digital forms of story, from social media to documentation of history; and new forms of multilayered, multigenre research. Story is the backbone and the catalyst for personal connections, appropriation of knowledge, and synergy of knowledge for global citizens. Critical qualitative research is the methodology by which to document and analyze what is really going on in the complex, multidirectional interactions. The authors maintain that story in a broad and newly enlightened sense may help us to break out from the narrow concepts of literacy, content knowledge related to measureable standards, and random facts that are unrelated to dispositions for addressing human needs. Literacy as a conceptual synthesis of knowledge, skills, and dispositions has been giving us glimpses of synergistic ways to approach learning and teaching.
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Chapter Seven: Conversations: A Tulip Tallness From the Ground

← 86 | 87 → CHAPTER SEVEN


Before we begin the story of our third year, we want to tell you more about the three of us as co-researchers of the tulip project. This way, we can build a context behind the themes that thread and interweave our narrative. Will strongly believes in participating in any research process he seeks out so that he can directly impact the meaning-making processes attributed to the data found. This way matches his reflection-in-action thinking (Parnell, 2012) and his vision for teacher collaboration (Parnell, 2011). He thinks that narratives are an essential approach to connect the hearts and minds of the reader to the protagonists involved in a project. Will has been more and more engaged with the tulip project as time passes. By the third year, he brought in tulips to the classroom, had conversations with the children about the past years’ study during morning meetings, engaged the children and teachers in the school’s atelier (collecting conversations, photos, and studio data), and co-led the parent curriculum event.

A large part of Liz’s work with children, families, and teachers has been centered around listening, slowing down, and posing questions to uncover the meaning of what we do and why. One question that guided the tulip study from the beginning was, how can the materials we offer children support and nurture relationships? It is with this question that she entered the third year and watched as the tulip project continued to bloom and uncover new meanings about the...

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