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Making Peace—A Narrative Study of a Bilingual Liaison, a School, and a Community

by Donald F. Hones - 1999

Schools today must address multiple levels of conflict in the lives of children and communities. This study explores the role of a bilingual liaison is helping to resolve such confllicts and to build bridges of understanding between schools and diverse communities. Narrative inquiry is used to represent and interpret the narratives of Shou Cha, a Hmong community liaison, and his colleagues at the CLCCA, and special attention is given to the representation of subjects' voices and narrative forms that engage readers aesthetically as well as critically. The multiple conflicts affecting the lives of minority language students, their families and schools are addressed, as well as the need to move from a schooling paradigm of discipline and punish (Foucault, 1977) to one of making peace. The cultural roles played by Shou Cha ascultural healer (from Spindler and Spindler, 1990) and border crosser (Giroux, 1997) are examined, and implications are suggested for researchers and educators.

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Cite This Article as: Teachers College Record Volume 101 Number 1, 1999, p. 106-134
https://www.tcrecord.org ID Number: 10427, Date Accessed: 8/1/2021 4:43:44 PM

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About the Author
  • Donald Hones
    University of Wisconsin-Oshkosh
    E-mail Author
    Donald F. Hones is an Assistant Professor at the University of Wisconsin-Oshkosh. He is coauthor, with Shou Cha, of Educating New Americans: Immigrant Lives and Learning (Lawrence Erlbaum, 1999). His interests include narrative research, immigrant studies, and second language education.
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