Examining Students’ Experiences as a Foundation for Multicultural Curriculum Development

Candace Schlein, Elaine Chan


In this article, we discuss the findings of a narrative inquiry into the development of a classroom–based experiential and multicultural curriculum in the context of an urban, public, and culturally diverse K–8 school in Canada. We present the implementation of multicultural curriculum activities that drew upon students’ lived stories of culture, immigration, and settlement to explore the social and linguistic impact of such activities for English Language Learners (ELLs). We further illustrate in this paper the potential of students’ experiential narratives of schooling, culture, and cross–cultural movement for expanding the possibilities of teacher preparation and development for engaging in curricular situations and interactions with diverse student populations.

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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

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ISSN: 1942-2563