Narrative and Experience in Multicultural Education
Editat de JoAnn Phillion, Ming Fang He, F. Michael Connellyen Limba Engleză Electronic book text – 2 iul 2012
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Specificații
ISBN-13: 9781452222349
ISBN-10: 1452222347
Pagini: 336
Dimensiuni: 152 x 229 mm
Ediția:1
Editura: SAGE Publications
Colecția Sage Publications, Inc
Locul publicării:Thousand Oaks, United States
ISBN-10: 1452222347
Pagini: 336
Dimensiuni: 152 x 229 mm
Ediția:1
Editura: SAGE Publications
Colecția Sage Publications, Inc
Locul publicării:Thousand Oaks, United States
Recenzii
This
book,
by
prominent
scholars
in
the
field
of
multicultural
education
and
narrative
inquiry,
provides
compelling
stories
that
raise
questions,
advance
understandings,
and
promote
insight
into
the
challenges
and
hopes
of
teaching
for
diversity
and
democracy.
The
works
contained
herein
are
compelling
for
the
stories
they
tell
and,
as
such,
there
is
value
in
their
presence.
That
the
thoughtful
reader
can
glean
important
lessons
with
respect
to
multicultural
education
and
the
value
of
narrative
inquiry
as
academic
disciplines
is
intellectual
‘icing-on-the-cake.’
New researchers in the likes of Phillion, He, and Connelly bring a fresh and positively skewed perspective to bear. This is a wonderful combination. The writing is solid and the research grounded. The inclusion of chapters that deal with classroom realities elevate the text for education teacher candidates above those existing volumes that tend to deal with multi/inter-cultural issues in the abstract. One of the strengths of this volume is that it will resonate with new and experienced classroom practitioners.
The work is a very exciting, important and badly needed piece of scholarship offered by some of the most leading-edge professors in the field. The diversity and diverse viewpoints it would present is unparalleled in the field of education.
The content certainly provided me with material to reflect on in relation to the experience of teaching in a multicultural situation. I would describe it as a powerful experience and certainly memorable material.
The authors do a fine job of pulling together disparate elements, retrieving story, and providing a font for an exposition of what has been referred to as ‘dangerous memory.’ I found myself very much caught up in the authors’ experiences, as well as their reflections on the meaning of those experiences.
The narratives in this book allow readers to put a human face to an issue related to multicultural education. The authors embrace the reader and a reflective reader will begin to see himself/herself in the narratives of the text.
New researchers in the likes of Phillion, He, and Connelly bring a fresh and positively skewed perspective to bear. This is a wonderful combination. The writing is solid and the research grounded. The inclusion of chapters that deal with classroom realities elevate the text for education teacher candidates above those existing volumes that tend to deal with multi/inter-cultural issues in the abstract. One of the strengths of this volume is that it will resonate with new and experienced classroom practitioners.
The work is a very exciting, important and badly needed piece of scholarship offered by some of the most leading-edge professors in the field. The diversity and diverse viewpoints it would present is unparalleled in the field of education.
The content certainly provided me with material to reflect on in relation to the experience of teaching in a multicultural situation. I would describe it as a powerful experience and certainly memorable material.
The authors do a fine job of pulling together disparate elements, retrieving story, and providing a font for an exposition of what has been referred to as ‘dangerous memory.’ I found myself very much caught up in the authors’ experiences, as well as their reflections on the meaning of those experiences.
The narratives in this book allow readers to put a human face to an issue related to multicultural education. The authors embrace the reader and a reflective reader will begin to see himself/herself in the narratives of the text.
Cuprins
Preface
-
JoAnn
Phillion,
Ming
Fang
He
and
F.
Michael
Connelly
Chapter 1: The Potential of Narrative and Experiential Approaches in Multicultural Inquiries - JoAnn Phillion, Ming Fang He and F. Michael Connelly
Unit One: Personal Narrative, Community Narrative and the African American Experience
Chapter 2: Examining School-Community Connections Through Stories - Saundra Murray Nettles
Chapter 3: Black Women Writing Autobiography: Autobiography in Multicultural Education - Meta Y. Harris
Unit Two: Latina/Latino Communities, Families, and Children
Chapter 4: Being Educated in the Absence of Multiculturalism - Alma Rubal-Lopez and Angela Anselmo
Chapter 5: Between the Telling and the Told: Latina Mothers Negotiate Education in New Borderlands - Sofia A. Villenas
Unit Three: Social Justice, Equality and the Education of Native Americans
Chapter 6: White Teachers, Native Students: Rethinking Culture-Based Education - Mary Hermes
Chapter 7: Journey Toward Social Justice: Curriculum Change and Educational Equity in a Navajo Community - Donna Deyhle
Unit Four: Multicultural Teacher Education in International Contexts
Chapter 8: Teachers as Transformative Healers: Struggles With the Complexities of the Democratic Sphere - Lourdes Diaz Soto
Chapter 9: How is Education Possible When There's a Body in the Middle of the Room? - Freema Elbaz-Luwisch
Chapter 10: Multicultural Perspectives in Teacher Development - Grace Feuerverger
Unit Five: Narrative Inquiry in Multicultural Education
Chapter 11: The World in My Text: A Quest for Pluralism - Carola Conle
Chapter 12: The Art of Narrative Inquiry: Embracing Emotion and Seeing Transformation - Chris Liska Carger
Unit Six: Democracy, School Life, and Community in Multicultural Societies
Chapter 13: Narrative Inquiry Into Multicultural Life in an Inner-City Community School - F. Michael Connelly, JoAnn Phillion, and Ming Fang He
Chapter 14: Creating Communities of Cultural Imagination: Negotiating a Curriculum of Diversity - Janice Huber, M. Shaun Murphy, and D. Jean Clandinin
Chapter 15: Narrative and Experiential Approaches to Multiculturalism in Education: Democracy and Education - Ming Fang He, JoAnn Phillion, and F. Michael Connelly
Index
About the Editors
About the Contributors
Chapter 1: The Potential of Narrative and Experiential Approaches in Multicultural Inquiries - JoAnn Phillion, Ming Fang He and F. Michael Connelly
Unit One: Personal Narrative, Community Narrative and the African American Experience
Chapter 2: Examining School-Community Connections Through Stories - Saundra Murray Nettles
Chapter 3: Black Women Writing Autobiography: Autobiography in Multicultural Education - Meta Y. Harris
Unit Two: Latina/Latino Communities, Families, and Children
Chapter 4: Being Educated in the Absence of Multiculturalism - Alma Rubal-Lopez and Angela Anselmo
Chapter 5: Between the Telling and the Told: Latina Mothers Negotiate Education in New Borderlands - Sofia A. Villenas
Unit Three: Social Justice, Equality and the Education of Native Americans
Chapter 6: White Teachers, Native Students: Rethinking Culture-Based Education - Mary Hermes
Chapter 7: Journey Toward Social Justice: Curriculum Change and Educational Equity in a Navajo Community - Donna Deyhle
Unit Four: Multicultural Teacher Education in International Contexts
Chapter 8: Teachers as Transformative Healers: Struggles With the Complexities of the Democratic Sphere - Lourdes Diaz Soto
Chapter 9: How is Education Possible When There's a Body in the Middle of the Room? - Freema Elbaz-Luwisch
Chapter 10: Multicultural Perspectives in Teacher Development - Grace Feuerverger
Unit Five: Narrative Inquiry in Multicultural Education
Chapter 11: The World in My Text: A Quest for Pluralism - Carola Conle
Chapter 12: The Art of Narrative Inquiry: Embracing Emotion and Seeing Transformation - Chris Liska Carger
Unit Six: Democracy, School Life, and Community in Multicultural Societies
Chapter 13: Narrative Inquiry Into Multicultural Life in an Inner-City Community School - F. Michael Connelly, JoAnn Phillion, and Ming Fang He
Chapter 14: Creating Communities of Cultural Imagination: Negotiating a Curriculum of Diversity - Janice Huber, M. Shaun Murphy, and D. Jean Clandinin
Chapter 15: Narrative and Experiential Approaches to Multiculturalism in Education: Democracy and Education - Ming Fang He, JoAnn Phillion, and F. Michael Connelly
Index
About the Editors
About the Contributors
Descriere
Narrative
and
Experience
in
Multicultural
Educationexplores
the
untapped
potential
that
narrative
and
experiential
approaches
have
for
understanding
multicultural
issues
in
education.
The
research
featured
in
the
book
reflects
an
exciting
new
way
of
thinking
about
human
experience.
The
studies
focus
on
the
lives
of
students,
teachers,
parents,
and
communities,
highlighting
experiences
seldom
discussed
in
the
literature.
Most
importantly,
the
work
emphasizes
the
understanding
of
experience
and
transforming
this
understanding
into
social
and
educational
significance.