TY - JOUR
T1 - Multicultural education
T2 - Raj's story using a curricular conceptual lens of the particular
AU - Ross, Vicki
AU - Chan, Elaine
N1 - Funding Information:
This work of teachers involved in the ESL Workgroup was supported by their school principal, who saw the survey as a means of informing school board officials of the need for financial support for ESL resources. While this particular administrator supported and lobbied for the resources to meet the needs of students and parents in his school, this is not always the case. Typically, courses in the field of educational leadership seem to focus more on aspects such as change, professional development and supervision, and administrative theory, while overlooking the need for courses addressing the impact of increasing diversity. Understanding and acknowledging tensions experienced by students, families, and teachers, however, is central to the work of administrators in diverse school communities. This work substantiates the contribution of student narratives and illustrates the importance of attention to the particulars of individual students’ lives. Including multicultural education in educational leadership programs, in addition to curriculum and teacher education programs, is critical if policymakers and administrators hope to address the academic performance and success of increasingly diverse school populations.
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
AN - SCOPUS:48649098516
VL - 24
SP - 1705
EP - 1716
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
SN - 0742-051X
IS - 7
ER -