Narrative and Experience in Multicultural Education

JoAnn Phillion is Associate Professor in the Department of Curriculum and Instruction at Purdue University. She received her Ph.D. from the Ontario Institute for Studies in Education of the University of Toronto at the Centre for Teacher Development with Michael Connelly. She was awarded the AERA Division B Outstanding Dissertation Award in 2000. She is past Chair of Division B Equity Committee and member of AERA Affirmative Action Council. She is Editor of Curriculum Inquiry. Her research interests are in narrative approaches to multiculturalism, teacher knowledge, and teacher education. She teaches graduate courses in curriculum theory and multicultural education, and an undergraduate course in pre-service teacher development. She is involved in international teacher development in Hong Kong and Honduras. She published Narrative Inquiry in a Multicultural Landscape: Multicultural Teaching and Learning with Ablex Publications in 2002. Ming Fang He is an Associate Professor of Curriculum Studies at Georgia Southern University.  She received her Ph.D. from the Ontario Institute for Studies in Education of the University of Toronto at the Centre for Teacher Development with Michael Connelly. She taught English as a Foreign Language in P. R. China and English as a Second Language to immigrant adults and children in Toronto, Canada.  She currently advises doctoral students, directs doctoral dissertations, and teaches graduate courses in curriculum studies, multicultural education, and qualitative research methods.  Her preservice teacher education courses are in foundations of education.  She has also taught doctoral level courses in Hong Kong, and currently advises doctoral students and serves on dissertation committees, for the Ontario Institute for Studies in Education cohort-based doctoral program for Hong Kong Institute of Education faculty members.  Her work is on cross-cultural narrative inquiry of language, culture, and identity in multicultural contexts, cross-cultural teacher education and curriculum studies.  Her book, A River Forever Flowing:  Cross-Cultural Lives and Identities in the Multicultural Landscape, is published with Information Age Publishing.  She is Professor of Curriculum, an editor of Curriculum Inquiry, and an associate editor of Multicultural Perspectives.  F. Michael Connelly is Professor Emeritus, and formerly Director, Centre for Teacher Development,  and Chair, Department of Curriculum, Ontario Institute for Studies in Education/University of Toronto (OISE/UT). He is Director of a Hong Kong Institute of Education/OISE/UT Doctoral Program, and a founder and editor of Curriculum Inquiry.  Professor Connelly was the recipient of the 1987 Outstanding Canadian Curriculum Scholar Award of the Canadian Society for the Study of Education, the 1991 Canadian Education Association Whitworth Award for Educational Research, the 1995 Ontario Confederation of University Faculty Associations Outstanding Teaching Award, and the 1999 Lifetime Achievement Award in Curriculum Studies from the American Educational Research Association.   He has written widely, with his collaborator Jean Clandinin, in science education, teaching and teacher knowledge, curriculum and narrative inquiry.

• Preface - JoAnn Phillion, Ming Fang He and F. Michael ConnellyChapter 1: The Potential of Narrative and Experiential Approaches in Multicultural Inquiries - JoAnn Phillion, Ming Fang He and F. Michael ConnellyUnit One: Personal Narrative, Community Narrative and the African American ExperienceChapter 2: Examining School-Community Connections Through Stories - Saundra Murray NettlesChapter 3: Black Women Writing Autobiography: Autobiography in Multicultural Education - Meta Y. HarrisUnit Two: Latina/Latino Communities, Families, and ChildrenChapter 4: Being Educated in the Absence of Multiculturalism - Alma Rubal-Lopez and Angela AnselmoChapter 5: Between the Telling and the Told: Latina Mothers Negotiate Education in New Borderlands - Sofia A. VillenasUnit Three: Social Justice, Equality and the Education of Native AmericansChapter 6: White Teachers, Native Students: Rethinking Culture-Based Education - Mary HermesChapter 7: Journey Toward Social Justice: Curriculum Change and Educational Equity in a Navajo Community - Donna DeyhleUnit Four: Multicultural Teacher Education in International ContextsChapter 8: Teachers as Transformative Healers: Struggles With the Complexities of the Democratic Sphere - Lourdes Diaz SotoChapter 9: How is Education Possible When There′s a Body in the Middle of the Room? - Freema Elbaz-LuwischChapter 10: Multicultural Perspectives in Teacher Development - Grace Feuerverger Unit Five: Narrative Inquiry in Multicultural EducationChapter 11: The World in My Text: A Quest for Pluralism - Carola ConleChapter 12: The Art of Narrative Inquiry: Embracing Emotion and Seeing Transformation - Chris Liska CargerUnit 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 HeChapter 14: Creating Communities of Cultural Imagination: Negotiating a Curriculum of Diversity - Janice Huber, M. Shaun Murphy, and D. Jean ClandininChapter 15: Narrative and Experiential Approaches to Multiculturalism in Education: Democracy and Education - Ming Fang He, JoAnn Phillion, and F. Michael ConnellyIndexAbout the EditorsAbout the Contributors

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.’