49: Addressing Multicultural Issues Through Teacher Stories

Two researchers collaboratively exchange autobiographical teacher stories of multicultural content. The researchers then begin a critical examination of these personal narratives as further theoretical readings and reflective discourse set in motion a restorying process. Resonance (Conle, 1996) between the stories propelled this narrative inquiry (Clandinin & Connelly, 2000). In sharing stories, teachers may access the tacit knowledge that guides their practice and celebrate this knowledge as wisdom gained through the experience of having lived through it. The ensuing stories and conversations acknowledge multiculturalism from the perspective of the child, the teacher, and the curriculum.