Department of Teaching, Learning and Teacher Education
Date of this Version
2015
Citation
Journal of Family Diversity in Education Volume 1 Number 3 2015 http://familydiversityeducation.org/index.php/fdec
Abstract
This paper highlights ways in which examining the storied experience of students may enhance our understanding of the complexities of curriculum making and diversity. Teachers, administrators, and other members of a diverse urban school implemented curriculum, practices, and policies that suggested a commitment to acknowledging the home cultures, languages, and religions that students brought to school. Examination of one Chinese student’s “stories of experience” (Connelly & Clandinin, 1990), however, revealed nuances and unexpected complexities of balancing integration into mainstream peer groups in school while growing up in an immigrant home. The nuances highlight ways in which schooling may contribute to shaping the ethnic identity of immigrant and minority students in ways that are much more complex than realized by teachers, administrators, and policy makers.
Included in
Curriculum and Instruction Commons, Teacher Education and Professional Development Commons
Comments
The Journal of Family Diversity in Education is the journal of the Family Diversity Education Council and is hosted at Kent State University.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.