Education Commons^™

Living In The Space Between Participant And Researcher As A Narrative Inquirer: Examining Ethnic Identity Of Chinese Canadian Students As Conflicting Stories To Live By, Elaine Chan

Department of Teaching, Learning, and Teacher Education: Faculty Publications

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.

Student Experiences Of A Culturally Sensitive Curriculum: Ethnic Identity Development Amid Conflicting Stories To Live By, Elaine Chan

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This study examines ways in which students’ experiences of a culturally sensitive curriculum may contribute to their developing sense of ethnic identity. It uses a narrative inquiry approach to explore students’ experiences of the interaction of culture and curriculum in a Canadian inner-city, middle-school context. It considers ways in which the curriculum may be interpreted as the intersection of the students’ home and school cultures. Teachers, administrators, and other members of the school community made efforts to be accepting of the diverse ethnic, linguistic, and religious backgrounds that students brought to the school. However, examination of students’ experiences of school …

Teacher Experiences Of Culture In The Curriculum, Elaine Chan

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In this study, I examined the experiences of two middle-school-level teachers as they attempted to acknowledge the ethnic, linguistic, and religious diversity of their students in their curriculum and through their teaching practices, to identify the kinds of complications and challenges they encountered in the process. I presented one particular curriculum event to explore ways in which diverse beliefs and values intersected as the teachers implemented the event.

I employed a narrative inquiry approach with an emphasis on stories to learn about the experiences of my participants. I took part in all aspects of school life, including staff meetings and …