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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1705-1716 |
| Number of pages | 12 |
| Journal | Teaching and Teacher Education |
| Volume | 24 |
| Issue number | 7 |
| DOIs | |
| State | Published - Oct 2008 |
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Keywords
- Curriculum
- Multicultural education (respecting ethnic and cultural heritage-REACH)
- Narrative inquiry
- Teacher education (learning to teach in inner city schools with diverse populations-LTICS)
ASJC Scopus subject areas
- Education
Cite this
Multicultural education : Raj's story using a curricular conceptual lens of the particular. / Ross, Vicki D; Chan, Elaine.
In: Teaching and Teacher Education, Vol. 24, No. 7, 10.2008, p. 1705-1716.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Multicultural education
T2 - Raj's story using a curricular conceptual lens of the particular
AU - Ross, Vicki D
AU - Chan, Elaine
PY - 2008/10
Y1 - 2008/10
N2 - 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.
AB - 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.
KW - Curriculum
KW - Multicultural education (respecting ethnic and cultural heritage-REACH)
KW - Narrative inquiry
KW - Teacher education (learning to teach in inner city schools with diverse populations-LTICS)
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U2 - 10.1016/j.tate.2008.03.003
DO - 10.1016/j.tate.2008.03.003
M3 - Article
VL - 24
SP - 1705
EP - 1716
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
SN - 0742-051X
IS - 7
ER -