Search results for: Freese Anne Reilley

The current paper reports a self-study of multicultural identities in a public high school ethnic studies class and a university multicultural education course in Hawai‘i, a unique multicultural setting in which no ethnic group is in the majority. Three important findings emerged. First, a personal-constructivist-collaborative approach to self-study in an intellectually safe classroom environment provides both students and teachers with a context for challenging their socially constructed assumptions about race, culture, and ethnicity. The second major theme to come out of the data analysis describes how the students’ stories became transformational teaching texts. Third, self-study is a multicultural pedagogy that promotes social perspective taking, tolerance, and understanding of diversity through personal transformation.