Reconstruction of Cultural Selves A Critical Multicultural Autobiographical Curriculum

Autor/in	Li, Xin
Titel	Reconstruction of Cultural Selves A Critical Multicultural Autobiographical Curriculum
Quelle	(2004), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Development; Thinking Skills; Social Class; Multicultural Education; Autobiographies; Reflective Teaching; Cultural Pluralism; Inquiry; Ethnicity; Sexual Identity; Identification (Psychology); Individual Characteristics; Religion; Personal Narratives; Journal Writing; Service Learning; Cultural Influences + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Denkfähigkeit; Social classes; Soziale Klasse; Multikulturelle Erziehung; Autobiography; Autobiografie; Autobiographie; Kulturpluralismus; Ethnizität; Geschlechtsidentität; Sexuelle Identität; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Erlebniserzählung; Zeitschriftenaufsatz; Service-Learning; Cultural influence; Kultureinfluss
Abstract	Using King and Kitchener's model of reflective judgment as a framework, I inquired and examined critical reflective thinking skills of myself and my pre-service and in-service teachers in the process of developing a multicultural autobiographical curriculum in 4 years. I explored, in a narrative inquiry mode, my historical cross-cultural self and how I connected this self to my immediate teaching environment in preparation for the curriculum. In the first two years, I integrated my prior intersubjective self study method into the multicultural teacher education courses, and developed a narrative inquiry based curriculum to help students better understand their own cultural identities. The complexity of culture and self was emphasized in identifying their relations with six cultural groups: race/ethnicity, social class, religion, gender/sexuality, language, and exceptionality/learning ability. In order to guide the students to make meaning of their multicultural identities in a teaching situation, they reconstructed teacher stories about their most influential teachers. To further connect their identities with theories in multicultural education, they developed personal philosophies of multicultural education. From the reconstructed narrative statement of my experience in preparing and implementing the curriculum, I found myself using critical reflective thinking skills. Based on my evaluation of 400 students' journal writings and pre- and post-multicultural autobiographies, I found their critical reflective thinking skills increased. In the last two years, I further integrated the tradition of thick description to help students break through their preconceived assumptions about themselves. Service-learning and a service-learning recipient's multicultural biography were included to bring cultural contrasting relationships into students' autobiographical experience. Banks' typologies of cultural identity development and cross-cultural competence in multicultural e were introduced to help students better situate themselves developmentally. Such hybrid curriculum further increased students' critical reflective thinking skills. Examining pre- and post multicultural autobiographies from 600 students in the 4 years of curriculum development, I found the levels of students' critical reflective thinking skills about themselves increased significantly, although the average level does not measure up to that in King and Kitchener's research. Appended are: (1) Summary of King and Kitchener's Model of Seven Stage Reflective Judgment; (2) Summary of Banks' 6-Stage-Typology of Cultural Identity; and (3) Summary of Banks' 4-Type-Typology of Cross-Cultural Teachers. (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10