The purpose of this study is to understand how multicultural educators interpret, reflect and implement multicultural education in their field. This study applied narrative inquiry to explore multicultural educators’ engagement experiences. The stories focus on their life experiences and dilemmas while implementing multicultural education. Through the interaction between the researcher and the participants, the conversation helped the researcher to understand the participants’ experiences. This study invited two multicultural educators to participate in the study. Interview, observation, and document analysis were applied to collect data to understand key issues and the forms of their engagement stories. The two multicultural educators' shared the same imagination of border-crossing although there engagement path were different. They regarded curriculum as changeable field which connecting knowledge and experiences through local and global context. They expanded their imagination of teaching and learning in an unlimited space and transfer their position from teachers to cultural workers. Their engagement reflects the theory of boarder pedagogy which indicates that cultural workers should show their influences of reconstructing society and regard school as the field for promoting democracy. They should create co-exist learning space through the curriculum construction process.
|Effective start/end date||2018/08/01 → 2020/07/31|
- multicultural education
- border crossing
- boarder pedagogy
- narrative inquiry
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