2011/05/01 by Leslie M. Cavendish · 1 citation
Social Sciences · #Global Education and Multiculturalism #Educator Training and Historical Pedagogy #Teacher Education and Leadership Studies
paper · doi:10.17077/etd.zzu3wf2p
openalex publication_date 2011/05/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/03/25
How do elementary educators approach cultural diversity within international school settings? How do North American teachers negotiate the tensions and experiences they have as cultural agents living abroad while valuing the cultural identities of the students they serve? This study describes how international teachers’ unique positions, experiences and perspectives affect their attention to cultural diversity within their classrooms. Sociocultural theory frames this study with emphasis on personal and professional identities, narrative inquiry and culturally responsive teaching. I interweave narrative inquiry and ethnographic research methods as theoretical and methodological