a] This chapter reports on a creative and potent means for enhancing
understanding between people of diverse ethnic and social backgrounds. Interestingly, the
use of autobiography in this context echoes the statement in Chapter 10 that "many
multicultural education theorists emphasize the need to explore one’s own cultural
identity as a first step toward understanding and working with people from other
cultures". In that report, however, it was found that such an approach to
multicultural education received the "lowest mean emphasis scores" from the
Christian colleges surveyed. In that respect, it might be said that Kennett’s work is
amongst the most effective to be found in Christian teacher preparation in the country.
For what reasons is the use of autobiography, in general, advocated? What benefits does it
provide for students, particularly those involved in teacher education whose
‘professional’ lives will be filled with ‘cultural exchanges’?
b] An important element highlighted in this discussion is the role of
‘relationship’ in the enhancement of students’ learning. What evidence can
be gleaned from scripture to support the importance of "relationships of trust"
between teachers and students? In what ways do Kennett’s notions of ‘authentic
conversation’ and ‘narrative’ reflect, for example, the ideas presented by
Joldersma (Chapter 12). How are both related to the ‘empowerment’ of the
individual?
c] The quotation from Ayers (1993) - "teachers, whatever else they
teach, teach themselves" - is a principle which guides the practice of many teachers.
What connections can be made between its intent and the use of autobiography? How is it
relevant to the everyday interactions that constitute the lives of teachers?
d] The project described in this chapter would be relatively easy to
implement in a variety of contexts. Do you think that it would help your students to
engage the issue of multiculturalism in a more effective manner? If possible, conduct such
an undertaking with one or more of your own classes.