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Exploring Borders in a Texas Prekindergarten: Storytelling from the In-Between

ABSTRACT This article is a collective narration of our work in a prekindergarten and its curriculum, designed to employ student choice as a connection-making mechanism. We describe a series of “boundaries,” social constructions, recognitions and physical barriers to illustrate the movement of the students within the curriculum, their negotiation of these boundaries, the meanings made, and our negotiated storytelling.