Department of Teaching, Learning and Teacher Education
Date of this Version
2009
Citation
The Journal of Educational Research 103:2 (2009), pp. 113–122.
doi: 10.1080/00220670903323792
Abstract
Schooling experiences of 1st-generation Canadians interact with cultural experiences in their immigrant households to shape a sense of ethnic identity both as Canadians and as members of an ethnic community. This long-term, school-based narrative inquiry is an examination of ways in which expectations for academic performance and behavior by teachers and peers at school and immigrant parents at home contributed to shaping the ethnic identity of an immigrant Chinese student as conflicting stories to live by. A narrative approach revealed challenges of supporting immigrant students in North American schools and contributed to understanding of the nuances of multicultural education.
Included in
Curriculum and Instruction Commons, Teacher Education and Professional Development Commons
Comments
Copyright © 2010 Heldref Publications. Used by permission.