摘要：This paper takes a postmodern narrative approach to teaching and learning aboutcultural diversity which can be applied at all stages of the undergraduate universitycurriculum. In an effort to avoid linear methodologies based on “stages of learning,” twoinstructors from different disciplines (anthropology and social work) illustrate how theywork with their own narratives, as well as the narratives of their students, to constructcurriculum that celebrates diversity. Attention is given to how narrative can be liberatingfor students as they develop their critical consciousness about diversity, each in their ownway.
