Candace Schlein is a Professor of Curriculum Studies, Director of the Faculty Center for Excellence in Teaching (FaCET), and Director of the Preparing Future Faculty Program at the University of Missouri-Kansas City. Her research on experiential curriculum, diversity, and narrative inquiry has received distinctions from the American Association for Teaching and Curriculum, the Canadian Society for the Study of Education, and the American Educational Research Association, including the 2014 Early Career Award from the AERA Narrative Research Special Interest Group. She is also Senior Review Editor and former Editor of The Canadian Journal for New Scholars in Education.
Experiential curriculum; Diversity; Narrative inquiryDegrees:
Ph.D., Curriculum, Teaching, and Learning, Ontario Institute for Studies in Education, University of TorontoPublications:
Schlein, C. (2018). (Un)Learning to teach through intercultural professional development. Charlotte, NC: Information Age.
Schlein, C., & Garii, B. (Eds.). (2017). A reader of narrative and critical lenses on intercultural teaching and learning. Charlotte, NC: Information Age.
Schlein, C., Taft, R. J., & Ramsay, C. M. (2016). The intersection of culture and behavior: Intercultural competence, transnational adoptees, and social studies classrooms. Journal of International Social Studies, 6(1), 128-142.
Schlein, C., Taft, R. J., & Tucker–Blackwell, V. (2013). Teachers’ experiences with classroom management and children diagnosed with emotional behavioral disorder. Curriculum and Teaching Dialogue, 15(1), 133–146.
Schlein, C., & Chan, E. (2012) Examining students’ experiences as a foundation for multicultural curriculum development. Journal of Curriculum Theorizing, 28(2), 126–139.
Schlein, C., & Garii, B. (2011). Cross–cultural interpretations of curricular contextual crossings. Issues in Teacher Education, 20(2), 81–94.
Chan, E., & Schlein, C. (2010) Understanding social justice and equity through students’ stories: Individual, familial, social, and cultural interpretations. Journal of the International Society for Teacher Education, 14(2), 35–42.
Schlein, C. (2010). Resonating effects of cross–cultural teaching. Curriculum and Teaching Dialogue, 12(2), 163–175.
Schlein, C., & Chan, E. (2010). Supporting Muslim students in secular public schools. Diaspora, Indigenous, and Minority Education: An International Journal, 4(4), 253–267.
Schlein, C. (2009). Exploring novice teachers’ experiences with intercultural curriculum. Journal of Curriculum Theorizing, 25(3), 22–33.
Schlein, C., Crump, S., & Wenger, C. (2018). English teachers’ narratives in the midst of sacred curriculum stories. In Laura Jewitt, Freyca Calderon-Berumen, & Miryam Espinosa-Dulanto, Eds., Curriculum and Pedagogy Group’s 10th annual collection. (pp. 77-88). Charlotte, NC: Information Age.
Schlein, C., Wenger, C., & Crump, S. (2018). Teachers’ storied cultural tensions of curriculum as a standardizing practice. In Suniti Sharma, & Althier Lazar, Eds., Rethinking 21st century diversity in teacher preparation, K-12 education, and school policy: Theory, research, and practice. (pp. 191-203) New York, NY: Springer.
Chan, E., & Schlein, C. (2017). Narrative and critical explorations of voice in intercultural experiences. In C. Schlein, & Garii, B. (Eds.), A reader of narrative and critical lenses on intercultural teaching and learning (pp. 165-182). Charlotte, NC: Information Age.
Schlein, C., & Garii, B. (2017). Shaping intercultural narrative and critical lenses. In C. Schlein, & Garii, B. (Eds.), A reader of narrative and critical lenses on intercultural teaching and learning (pp. 1-12). Charlotte, NC: Information Age.
Schlein, C., & Schwartz, G. (2015). Teacher as curriculum. In M. F. He, B. D. Schultz, & W. H. Schubert (Eds.), Guide to curriculum in education (pp. 153-159). Thousand Oaks, CA: Sage.
Chan, E., & Schlein, C. (2015). Standardized testing, literacy, and English Language Learners: Lived multicultural stories among educational stakeholders. In K. Malu & M. B. Schaefer (Eds.), Handbook of research in middle level education: Research on teaching and learning with the literacies of young adolescents (pp. 21-48). Charlotte, NC: Information Age.
Schlein, C. (2014). The possibilities of intercultural teaching experiences for teaching for social justice. In S. Sharma, Rahatza, J., & Phillion, J. (Eds.), Internationalizing teacher education for social justice: Theory, research, and practice (pp. 119–136). Greenwich, CT: Information Age.
Schlein, C., & Chan, E. (2012). Cross–cultural interpretation of field texts. In E. Chan, D. Keyes & V. Ross (Eds.), Narrative inquirers in the midst of meaning–making: Interpretive acts of teacher educators (pp. 109–125). Bingley, UK: Emerald.
Schlein, C. (2010). Curriculum Canada, Proceedings of the Canadian Association for Curriculum Studies. In C. Kridel (Ed.), The encyclopedia of curriculum studies (pp. 195–196). Thousand Oaks, CA: Sage.
Connelly, F. M., He, M. F., Phillion, J., & Schlein, C. (2008). Introduction: Planning the handbook: Practice, context, and theory. In F. M. Connelly, M. F. He & J. Phillion (Eds.), The Sage handbook of curriculum and instruction (pp. ix–xv). Thousand Oaks, CA: Sage.
Schlein, C. (2006). The curriculum and cultural identity transformation. In N. S.–K. Pang (Ed.), Globalization: Educational research, change and reform (pp. 249–270). Sha Tin, New Territories, Hong Kong: Chinese University Press & Hong Kong Institute of Educational Research.