Race, Narrative Inquiry, and Self-Study in Curriculum and Teacher Education  

Oleh:

Milner, H. Richard

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Education And Urban Society vol. 39 no. 4 (Aug. 2007), page 584-609.
Topik: curriculum; race; self-study; narrative; teacher education; learning
Fulltext: 584.pdf (125.84KB)

Isi artikel

Narrative inquiry and self-study are used as analytic and conceptual lenses to examine the author’s teacher education course where he attempted to introduce the relevance and centrality of race and racism in society and thus education. Implications of the study point to the important role of personal experiences in curriculum development and implementation. The narrative can prove effective in breaking down barriers of resistance around muted and what seem to be taboo topics—race and racism in education. In addition, selfstudy is critical to the learning of teacher educators and should be used to help build and expand our knowledge in the teaching of race and racism in teacher education for the benefit of all students in P-12 classrooms, particularly those in urban contexts.

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