| Children of Chinese immigrant families may experience a sometimes confusing mix of influences. My research is aimed at examining their ethnic identity in a school context. I conducted a long-term narrative inquiry of the experiences of first generation Chinese Canadian students in their classroom and elementary school context to examine ethnic identity in relation to Chinese customs, English and Chinese language proficiency, physical appearance, and length of residence in Canada. I also explored the "harmonies and tensions" (Clandinin & Connelly, 2002) of the inclusion of culturally sensitive curriculum events on the Bay Street School landscape. A narrative approach contributes to an understanding of the role of schooling in shaping a sense of ethnic identity and the complexities of multicultural education.; Participant observations and interviews with students, teachers, parents, and other members of the Bay Street School community were conducted over a period of three and a half years. This research is embedded in ongoing related work examining diversity and culture in the Bay Street School context. Fieldnotes written following school visits were transcribed and filed into an archival system. This work is derived from Connelly and Clandinin's work on narrative inquiry. My autobiography as a first generation Chinese Canadian provided an important framework for this study.; Through detailed examination of selected school events, such as the Chinese Ribbon Dance and the Boyne River field trip, teacher and student experiences revealed complexities that were not initially apparent. Curriculum development and implementation involve the intersection of teacher, student, and parent beliefs, and may evolve in ways not anticipated because individual experiences shape interpretation of curriculum events in very different ways. Through these analyses, I was able to show the extent to which ethnic identity may change over time and take on different characteristics in different situations. This study suggests possibilities for a pre-service Teacher Education curriculum for diversity. |
