| Summary: | 碩士 === 國立花蓮教育大學 === 多元文化研究所 === 94 === Following the path of narrative inquiry, my past experience has been brought out for review perpetually. Throughout this kind of self re-organization, a person’s educational track in both family and school was explored. For me, being an educator, what’s the meaning when we put educational theory into practice? What kind of conflicts we would confront when go back to re-exam, re-introspect and comprehend my own limited life experiences? How would be the influences while teachers loose their profession and authority on students during their teaching practice? With all these doubts, I applied narrative inquiry to understand what I am and become.
When arrived the destination of my narrative, I found uncertainty, nuance and also clarity interpreted in life. There are all kinds of wondering in life regarding class, ethnicity, and gender, which integrate various issues, culture difference and diversity. Because of those experiences, I keep changing myself to adapt, to resist and also to inaugurate. As the matter of the fact, I press myself close to educational practice by following the direction leaded by my own life experiences.
Therefore, I have to constantly remind myself not to forget that there are all kinds of people existed in the world and living their life in diverse ways. “I” would never be “you”, “he” or “she” as I know that I am probably limited by certain viewpoints. However, under such culture difference, “I” can still have a real and solid connection to the others throughout commitment to action, consideration and practice to multicultural education, and self reflection on what we see. I deeply appreciate this kind of border crossings of life experiences between teachers and students.
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