Curricular approaches to developing positive interethnic relations

This article examines whether and in what ways curricular approaches can be helpful in building positive interethnic relations in a large, ethnically diverse high school. Through this case study of curricular reform, the author documents four curricular approaches teacher leaders used to explicitly address issues of race and ethnicity and explores the impact of these approaches on student learning. By tracing the process of curricular change, the case illuminates how teacher leaders and administrators created the conditions for these curricular reforms to be sustainable

Little sisters: An exploration of agency, cultural borderlands, and institutional constraints in the lives of two teenage girls

Part of a special issue on challenging corporate control of schools and communities. The writer discusses her experience with the Big Brothers and Big Sisters organization in Oakland, California, of mentoring two teenage girls who live in poverty and encounter crises and hardship almost daily. She examines the concepts of agency and social and cultural borderlands to help explain the divergent school performances of the two girls and investigates the concepts\u27 utility in the pursuit of social justice for young women. She conducts her exploration within the broader context of dynamic change