This book recounts the understanding of three Vietnamese children and their mothersâ experiences as they navigate being newcomers to Canada. It explores the cultural, traditional, familial, intergenerational, personal, social, institutional, political, historical, community, and linguistic narratives shaping Vietnamese children and mothers as they compose their lives. The author employs narrative inquiry as a methodological approach, beginning by positioning herself through her narrative beginnings, delving deep into philosophical and methodological underpinnings. The author lays out the three childâmother pairsâ experiences as they negotiated a new culture in Canada, particularly the spaces of home, schools, and communities. The book brings a holistic and relational way of understanding familial curriculum-making as support for childrenâs school curriculum-making and for the ways in which Vietnamese familiesâ sustain their ongoing life making. It also looks at the influence of the homelandâs language, culture, and educational traditions. Through the complex interplay between the children and mothersâ narratives and the writerâs own stories, this book discusses multiperspectival and multidimensional ways of supporting Vietnamese newcomers and other âarrivalsâ composing their lives in similar landscapes. The book is relevant to educators, researchers, cultural brokers, and policymakers, opening avenues for understanding cultural ethics within the relational ethics of narrative inquiry, as well as familial narratives in relation to institutional and social narratives.
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