Multicultural education: Raj's story using a curricular conceptual lens of the particular |
| |
| Authors: | Vicki Ross Elaine Chan |
| |
| Institution: | 1. Department of Teaching and Learning, College of Education, Northern Arizona University, Office 207J, Education Building, P.O. Box 5774, Flagstaff, AZ 86011-5774, USA;2. Department of Teaching, Learning, and Teacher Education, College of Education and Human Sciences, University of Nebraska-Lincoln, 24 Henzlik Hall, P.O. Box 880355, Lincoln, NE 68588-0355, USA |
| |
| Abstract: | In this study, we employ a curricular conceptual lens of the particular to explore the experience of multicultural education from the perspective of an immigrant student, Raj. Using a school-based narrative inquiry approach, we learn about Raj's experiences at the intersections of immigration and settlement, adaptation and assimilation, English-language acquisition, unemployment, poverty, family violence, and family relocation. We employ Dewey's (1938). Experience and education. New York: Simon & Schuster] theory of experience, Connelly and Clandinin's (1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press, Columbia] understanding of curriculum as experience, and Schwab's (1969). The practical: A language for curriculum. School Review, 78, 1–23] theory of the particular as theoretical frameworks upon which to examine and analyze interactions and events. |
| |
| Keywords: | Teacher education (learning to teach in inner city schools with diverse populations&mdash LTICS) Multicultural education (respecting ethnic and cultural heritage&mdash REACH) Curriculum Narrative inquiry |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
