Search results for: Preuss Cara Lynne

This article reanalyzed research previously conducted with Spanish-speaking childcare providers who participated in an educational literacy program. The women in the program were generally framed as illiterate, immigrant women. Through the process, the authors revealed the inner flame of the participants in the study. Furthermore, through the collision of their own worldviews, they also exposed more deeply the assumptions buried within their epistemologies, methodologies, and positionalities.