Walking with Strangers

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Focusing on a midwestern school district experiencing a rise in transnational language learners, the book delves into the author's participatory ethnography methodology. Instead of presenting traditional findings, it emphasizes the transformative process, utilizing innovative approaches like Theatre of the Oppressed and critiques of monocultural narratives. The analysis incorporates David Wood's deconstruction of time, showcasing unique strategies for fostering social justice in educational settings. Overall, it highlights collaborative efforts to enact meaningful change within the school community.