Abstract
This work explores how positionality, as a pedagogical construct, can enhance the goals of teaching multicultural education courses that are social reconstructionist in nature. It highlights excerpts from action/research assignments in multicultural education courses and probes how the attitudes of students have been challenged to better understand the complex sociocultural environments in which diverse cultural populations work and live. Students are encouraged to discern how it is that they make meaning of their own lives, what their lives mean in relationshipto the lives of others, and how the educational concepts they embrace are derived from the meaning that they make of such relationships.
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