Multicultural education: Raj's story using a curricular conceptual lens of the particular

Vicki Ross, Elaine Chan

Research output: Contribution to journalArticlepeer-review

12 Scopus citations


In this study, we employ a curricular conceptual lens of the particular to explore the experience of multicultural education from the perspective of an immigrant student, Raj. Using a school-based narrative inquiry approach, we learn about Raj's experiences at the intersections of immigration and settlement, adaptation and assimilation, English-language acquisition, unemployment, poverty, family violence, and family relocation. We employ Dewey's [(1938). Experience and education. New York: Simon & Schuster] theory of experience, Connelly and Clandinin's [(1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press, Columbia] understanding of curriculum as experience, and Schwab's [(1969). The practical: A language for curriculum. School Review, 78, 1-23] theory of the particular as theoretical frameworks upon which to examine and analyze interactions and events.

Original languageEnglish (US)
Pages (from-to)1705-1716
Number of pages12
JournalTeaching and Teacher Education
Issue number7
StatePublished - Oct 2008


  • Curriculum
  • Multicultural education (respecting ethnic and cultural heritage-REACH)
  • Narrative inquiry
  • Teacher education (learning to teach in inner city schools with diverse populations-LTICS)

ASJC Scopus subject areas

  • Education


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