Summary

There is a need to move from a policy curricular perspective to a pragmatic orientation of the curriculum so that issues of teaching and learning may sharpen into focus in relation to learning interactions between teachers and students. An experiential perspective on the curriculum through narrative inquiry would contribute significantly to the existing literature. Further work highlighting students’ and teachers’ lives serves to underscore natural overlaps between cross-cultural and multicultural vantages on research in education. Narrative inquiry work in the areas of multicultural curriculum and cross-cultural curriculum are seminal for supporting a vision emphasizing experience. Data drawn from experiential research that combines multicultural curriculum and cross-cultural curriculum may inform policy and practice from a contextualized vantage. Narrative inquiries that adopt multicultural and cross-cultural lenses represent tremendous potential for extending educator professional development and enhancing understanding of students’ school experiences.