ABSTRACT
The goals of our dialogic teacher research project are to facilitate an increased understanding between mostly European-American teachers and the diverse immigrant and refugee families they serve. This understanding comes at both a very personal level as well as through a critical awareness of ways in which economic, political, social and cultural relationships within and across groups and nations affect the lives of newcomer families and all members of society. This chapter synthesizes aspects of cultural storytelling, healing, and border crossing, as raised in the four family narratives; it suggests implications, or pathways, for change, for teachers and teacher educators, immigrant and refugee families, and communities, schools, policymakers, and society. If we seek to build a society where all are welcome, broader, inclusive dialogues are needed to promote understanding and social justice in schools and communities.
