Narrative and Experience in Multicultural Education explores 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.
Chapter 13: Narrative Inquiry into Multicultural Life in an Inner-City Community School
Narrative Inquiry into Multicultural Life in an Inner-City Community School
In this chapter three people with different interests come together on a research landscape in an inner city Canadian school. F. Michael Connelly came to this work from science education, teacher education, and narrative studies. Beginning in 1980, in Bay Street Community School, F. Michael Connelly worked with D. Jean Clandinin for twenty-four years on teacher knowledge, classroom practice, and narrative inquiry. It was through the multicultural quality of Bay Street Community School life and through the influence of JoAnn Phillion, Ming Fang He, and others whose interests were deliberately multicultural that Michael's interests connected to multicultural education.
JoAnn's interest in ...