Multicultural education: Raj's story using a curricular conceptual lens of the particular

Teaching and Teacher Education

Volumn 24, Issue 7, 2008, Pages 1705-1716

  Ross, Vicki ^a   Chan, Elaine ^b  

^a NORTHERN ARIZONA UNIVERSITY   (United States)

^b UNIVERSITY OF NEBRASKA LINCOLN   (United States)

Author 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)

Indexed keywords

EID: 48649098516     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2008.03.003     Document Type: Article

References (65)

1. Ada A.F. The Pajaro Valley experience: Working with Spanish-speaking parents to develop children's reading and writing skills in the home through the use of children's literature. In: Skutnabb-Kangas T., and Cummins J. (Eds). Minority education: From shame to struggle (1988), Multilingual Matters, Clevedon, England
2. Banks J.A. Multicultural education: Its effects on students' racial and gender role attitudes. In: Banks J.A., and McGee Banks C.A. (Eds). Handbook of research on multicultural education (1995), Prentice-Hall International, Toronto 617-627
3. Carger C.L. Of borders and dreams: A Mexican-American experience of urban education (1996), Teachers College Press, New York
4. Carter K. The place of story in the study of teaching and teacher education. Educational Researcher 22 (1993) 5-12 18
5. Chan E. Teacher experiences of culture in the curriculum. Journal of Curriculum Studies 38 2 (2006) 161-176
6. Chan E. Student experiences of a culturally-sensitive curriculum: Ethnic identity development amid conflicting stories to live by. Journal of Curriculum Studies 39 2 (2007) 177-194
7. Chan E., and Ross V. Report on the ESL Survey. Sponsored by the ESL Workgroup in collaboration with the OISE/UT Narrative and Diversity Research Team (2002), Centre for Teacher Development, Ontario Institute for Studies in Education of the University of Toronto, Toronto
8. Clandinin D.J. Classroom practice: Teacher images in action (1986), Falmer Press, Barcombe Lewes
9. Connelly F.M., and Clandinin D.J. Teachers as curriculum planners: Narratives of experience (1988), Teachers College Press, Columbia, New York
10. Clandinin D.J., and Connelly F.M. Teacher as curriculum maker. In: Jackson P.W. (Ed). Handbook of research on curriculum (1992), Macmillan, New York 363-401
11. Clandinin D.J., and Connelly F.M. Personal experience methods. In: Denzin N.K., and Lincoln Y.S. (Eds). Handbook of qualitative research in the social sciences (1994), Sage Publications, Thousand Oaks, CA 413-427
12. Clandinin D.J., and Connelly F.M. Narrative inquiry: Experience and story in qualitative research (2000), Jossey-Bass Publishers, San Francisco
13. Clandinin D.J., Huber J., Huber M., Murphy M.S., Murray Orr A., Pearce M., and Steeves P. Composing diverse identities: Narrative inquiries into the interwoven lives of children and teachers (2006), Routledge, New York
14. Connelly F.M., and Clandinin D.J. Telling teaching stories. Teacher Education Quarterly 21 (1994) 145-158
15. Connelly F.M., and Clandinin D.J. Narrative understandings of teacher knowledge. Journal of Curriculum and Supervision 15 (2000) 315-331
16. Connelly F.M., He M.F., Phillion J., Chan E., and Xu S. Bay Street School: Where you belong. Orbit 34 3 (2004) 39-42
17. Connelly F.M., Phillion J., and He M.F. An exploration of narrative inquiry into multiculturalism in education: Reflecting on two decades of research in an inner-city Canadian community school. Curriculum Inquiry 33 4 (2003) 363-384
18. Craig C. Knowledge communities: A way of making sense of how beginning teachers come to know. Curriculum Inquiry 25 2 (1995) 151-172
19. Craig C. Narrative inquiries of school reform: Storied lives, storied landscapes, storied metaphors (2003), Information Age Publishing, Greenwich, CT
20. Craig C. School portfolio development: A teacher knowledge approach. Journal of Teacher Education 54 2 (2003) 122-134
21. Craig C. What teachers come to know through school portfolio development. Teaching and Teacher Education 19 8 (2003) 815-827
22. Craig C. Shifting boundaries on the professional knowledge landscape: When teacher communications become less safe. Curriculum Inquiry 34 4 (2004) 395-423
23. Craig C. Why is dissemination so difficult? The nature of teacher knowledge and the spread of school reform. American Educational Research Journal 43 2 (2006) 257-293
24. Craig C. Change, changing, and being changed: A self-study of a teacher educator's becoming real in the throes of urban school reform. Studying Teacher Education 2 1 (2006) 105-116
25. Craig C.J., and Ross V. The development of the image of teachers as curriculum makers. In: Connelly F.M., He M.F., and Phillion J. (Eds). Handbook of curriculum and instruction (2007), Sage Publications, Thousand Oaks, CA 282-305
26. Cummins J. Negotiating identities: Education for empowerment in a diverse society (1996), CABE (California Association for Bilingual Education), Ontario, CA
27. Cummins J. Negotiating identities: Education for empowerment in a diverse society. 2nd ed. (2001), California Association for Bilingual Education, Los Angeles, CA
28. Department of Justice, Canada (1982). Constitution Act (1982) Canadian Charter of Rights and Freedoms 〈http://laws.justice.gc.ca/en/charter/index.html〉 (visited November 9, 2004).
29. Dewey J. Democracy and education: An introduction to the philosophy of education (1916), The Free Press, New York
30. Dewey J. Experience and education (1938), Simon & Schuster, New York
31. Gay G. Culturally responsive teaching: Theory, research, & practice (2000), Teachers College Press, New York
32. He M.F., Phillion J., and Roberge B. Narrative understanding of bilingualism: A review of language, culture and power: Bilingual families and the struggle for quality education. Curriculum Inquiry 29 (1999) 447-457
33. Huber J., Murphy M.S., and Clandinin D.J. Creating communities of cultural imagination: Negotiating a curriculum of diversity. Curriculum Inquiry 33 4 (2003) 343-362
34. Huber J., and Whelan K.K. Living, telling, and retelling stories to live by: Negotiating the multiplicity of self across shifting landscapes. Journal of Critical Inquiry into Curriculum and Instruction 3 2 (2001) 28-35
35. Igoa C. The inner world of the immigrant child (1995), St. Martin's Press, New York
36. Jackson P. Life in classrooms (1990), Teachers College Press, New York
37. Kouritzin S.G. Face(t)s of first language loss (1999), Lawrence Erlbaum Associates, Publishers, Mahwah, NJ
38. Ladson-Billings G. Multicultural teacher education: Research, practice, and policy. In: Banks J.A., and McGee Banks C.A. (Eds). Handbook of research on multicultural education (1995), Prentice-Hall International, Toronto 747-759
39. Ladson-Billings G. Crossing over to Canaan: The journey of new teachers in diverse classrooms (2001), Jossey-Bass, San Francisco
40. McCaleb S.P. Building communities of learners: A collaboration among teachers, students, families and community (1994), St. Martin's Press, New York
41. Minister of State (Multiculturalism) (1988). Canadian Multiculturalism Act 〈http://www.pch.gc.ca/progs/multi/policy/act_e.cfm〉 (visited November 4, 2004).
42. Ministry of Education and Training, Ontario. The Ontario curriculum, grades 1-8. Language, 1997 (1997), Ministry of Education and Training, Toronto
43. Ministry of Education and Training, Ontario. The Ontario curriculum, grades 1-8. English as a second language and English literacy development: A resource guide (2001), Ministry of Education and Training, Toronto
44. Moodley K.A. Multicultural education in Canada: Historical development and current status. In: Banks J.A., and McGee Banks C.A. (Eds). Handbook of research on multicultural education (1995), Prentice-Hall International, Toronto 801-820
45. Payne R., Devol P., and Dreussi Smith T. Bridges out of poverty: Strategies for professionals and communities (2001), Process, Inc. Publishing, Highlands, TX
46. Phillion J., He M.F., and Connelly F.M. Narrative and experience in multicultural education (2005), Sage Publishing, Thousand Oaks, CA
47. Rodriguez R. Hunger of memory: The education of Richard Rodriguez (1982), David R. Godine, Publisher, Inc, Boston, MA
48. Ross V. Walking around the curriculum tree: An analysis of a third/fourth-grade mathematics lesson. Journal of Curriculum Studies 35 5 (2003) 567-584
49. Ross V. A story of reform: Math, science, technology investigation (MSI) in room 34 at Bay Street Community School. Journal of Curriculum Studies 36 5 (2004) 587-594
50. Schwab J.J. The practical: A language for curriculum. School Review 78 (1969) 1-23
51. Schwab J.J. The practical: Arts of eclectic. School Review 79 (1971) 493-542
52. Schwab J.J. The practical 3: Translation into curriculum. School Review 81 (1973) 501-522
53. Schwab J.J. Science, curriculum and liberal education: Selected essays (1978), The University of Chicago Press, Chicago (see Westbury & Wilkof, 1978)
54. Schwab J.J. The practical 4: Something for curriculum professors to do. Curriculum Inquiry 13 (1983) 239-265
55. Statistics Canada (1998). 1996 Census: Ethnic origin, visible minorities 〈http://www.statcan.ca/Daily/English/980217/d980217.html〉 (visited July 31, 2002).
56. Statistics Canada (2001). Widest linguistic diversity found in Toronto. The Globe and Mail, December 11, 2002, A7.
57. Statistics Canada (2003a). Canada's ethnocultural portrait: The changing mosaic 〈http://www.statcan.ca/Daily/English/030121/td030121.htm〉 (visited January 21, 2003).
58. Statistics Canada (2003b). Census of population: Immigration, birthplace and birthplace of parents, citizenship, ethnic origin, visible minorities and Aboriginal peoples 〈http://www.statcan.ca/Daily/English/030121/d030121a.htm〉 (visited January 23, 2003).
59. Toronto District School Board (1999). Equity foundation statement 〈http://www.tdsb.on.ca/_site/ViewItem.asp?siteid=15&menuid=684&pageid=548〉 (visited November 17, 2005).
60. United Nations Development Programme (2004a). Summary: Human development report 2004: Cultural liberty in today's diverse world 〈http://old.undp.bg/user_files/en/documents/publications/hdr/2004/ghdr04_summary.pdf〉) (visited November 20, 2006).
61. United Nations Development Programme (2004b). Demographics of Toronto, from Wikipedia, the free encyclopedia 〈http://en.wikipedia.org/wiki/Demographics_of_Toronto〉 (visited November 20, 2006).
62. Villegas A.M. Culturally responsive pedagogy for the 1990s and beyond (1991), Educational Testing Service, Princeton, NJ
63. In: Westbury I., and Wilkof N.J. (Eds). Science, curriculum, and liberal education: Selected essays (1978), The University of Chicago Press, Chicago (see Schwab, 1978)
64. Wong-Fillmore L. When learning a second language means losing the first. Early Childhood Research Quarterly 6 (1991) 323-346
65. Yonemura M.V. Teacher conversations: A potential source of their own professional growth. Curriculum Inquiry 12 (1982) 239-256