Narrative and Experience in Multicultural Education - Tapa blanda

This book, by prominent scholars in the field of multicultural education and narrative inquiry, provides compelling stories that raise questions, advance understandings, and promote insight into the challenges and hopes of teaching for diversity and democracy. The works contained herein are compelling for the stories they tell and, as such, there is value in their presence. That the thoughtful reader can glean important lessons with respect to multicultural education and the value of narrative inquiry as academic disciplines is intellectual ‘icing-on-the-cake.’ (Francisco Rios)

New researchers in the likes of Phillion, He, and Connelly bring a fresh and positively skewed perspective to bear. This is a wonderful combination. The writing is solid and the research grounded. The inclusion of chapters that deal with classroom realities elevate the text for education teacher candidates above those existing volumes that tend to deal with multi/inter-cultural issues in the abstract. One of the strengths of this volume is that it will resonate with new and experienced classroom practitioners. (Jon G. Bradley)

The work is a very exciting, important and badly needed piece of scholarship offered by some of the most leading-edge professors in the field. The diversity and diverse viewpoints it would present is unparalleled in the field of education. (Cheryl J. Craig)

The content certainly provided me with material to reflect on in relation to the experience of teaching in a multicultural situation. I would describe it as a powerful experience and certainly memorable material. (Joanna Mensinga)

The authors do a fine job of pulling together disparate elements, retrieving story, and providing a font for an exposition of what has been referred to as ‘dangerous memory.’ I found myself very much caught up in the authors’ experiences, as well as their reflections on the meaning of those experiences. (Frederick L. Yeo)

The narratives in this book allow readers to put a human face to an issue related to multicultural education.  The authors embrace the reader and a reflective reader will begin to see himself/herself in the narratives of the text. (Edmundo F. Litton)