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Making Sense in a Chaotic Space
Jacquelyn A. Lewis-Harris
Race, Gender & Class
Vol. 17, No. 1/2 (2010), pp. 58-71
Published by: Jean Ait Belkhir, Race, Gender & Class Journal
Stable URL: http://www.jstor.org/stable/41674725
Page Count: 14
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This paper discusses the success and limitations of a project designed to reduce student aggression among multiple nationalities. It was carried out through the Center for Human Origin and Cultural Diversity's (CHOCD) applied anthropology and cultural awareness curriculum in conjunction with the YWCA's conflict management program. The CHOCD curriculum was based upon anthropological, social justice, and multicultural-based concepts and used the students' need to voice their concerns and needs. The project also used technology, the fine arts, role-playing and Socratic discussion to achieve its ends. This analysis also addresses teacher cultural misconceptions and how the lack of good multicultural pedagogy contributed to student misbehavior and the reinforcement of racial, ethnic and class-based stereotypes.
Race, Gender & Class © 2010 Jean Ait Belkhir, Race, Gender & Class Journal