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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

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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