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.’ (Francisco Rios)
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. (Jon G. Bradley)
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. (Cheryl J. Craig)
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. (Joanna Mensinga)
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. (Frederick L. Yeo)
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. (Edmundo F. Litton)
About the Author
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.