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 |
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