Book Description:
Times of transition can be viewed as times of crisis – epistemologically, morally and socially. They also can come to be seen as fortuitous junctures where the impossibility of preserving old patterns gives rise to a leap into new, productive configurations. In the teaching and learning situations presented here, it is assumed that such a leap is possible among members of a pluralist society. Diversity must work as an asset rather than a liability for minority as well as mainstream candidates. The curriculum needs to be inquiry-based and would engage us emotionally and imaginatively, as well as intellectually.

Table of Contents:
Preface

Introduction

Chapter 1 - The Asset of Cultural Pluralism: An Account of Cross-Cultural Learning in Preservice Teacher Education; pp. 1-28
(Carola Conle, Dan Blanchard, Karen Burton, Ontario Institute for Studies in Education at the Univ. of Toronto, Dept. of Curriculum, Teaching and Learning)

Chapter 2 - A Pride of Place?; pp. 29-42
(Arlene Higgins)

Chapter 3 - The Banana Complex: Dual Identities;
pp. 43-61
(Jennifer Tan)

Chapter 4 - Cultural Autobiography; pp. 63-72
(Leola Sullivan)

Chapter 5 - Culture, Ethnicity and The Canadian Armed Forces;
pp. 73-86
(Dan Blanchard, Toronto)

Chapter 6 - Community, Identity and Choice Conversations; pp. 87-103 (Excerpt)

Chapter 7 - Connecting Vicarious Experience to Practice; pp. 105-126
(Carola Conle, Xin Li, Jennifer Tan, Toronto, Canada)

Chapter 8 - Encounters of Difference. A Lived Agenda of Research through Narrative Inquiry; pp. 127-151
(Carola Conle)

Chapter 9 - Why narrative? Which narrative? A Rationale for Narrative Research; pp. 153-176
(Carola Conle)

Chapter 10 - The Rationality of Narrative Inquiry; pp. 177-187
(Carola Conle)

Index