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Abstract
Educators from all realms of education who engage in in-depth conversations and reflections about personal experiences and perspectives related to diversity are significantly important to the cultural understandings in Education. This paper is a narrative analysis of how teachers who were enrolled in a Master's Program from two university campuses of the same predominantly White university participated in an in-depth look at their diverse cultural experiences through reflection and dialogue. Two researchers, one African American female utilizing the Critical Race Theory perspective the other Caucasian female using Socio-constructivism, interacted with one another and the teachers' narratives through several personal experiences interchanges. The resulting teacher/research dialogue on culture and diversity revealed how when the constraints of different theoretical frameworks and past encounters with culture and diversity are exposed a space for dialogue on culture and diversity, characterized by growth, opens up.
Keywords
Diversity, Teachers, Culture, Narrative Analysis, Critical
Publication Date
3-1-2011
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
DOI
10.46743/2160-3715/2011.1059
Recommended APA Citation
Hairston, K. R., & Strickland, M. J. (2011). Growing…But Constrained: An Exploration of Teachers' and Researchers' Interactions with Culture and Diversity through Personal Narratives. The Qualitative Report, 16(2), 341-357. https://doi.org/10.46743/2160-3715/2011.1059
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Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Social Statistics Commons
