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