Schools today must address multiple levels of conflict in the lives of children and communities. This study explores the role of a bilingual liaison in helping to resolve conflicts and build bridges of understanding between schools and diverse communities. Using narrative inquiry to represent and interpret the narratives of Shou Cha, a Hmong community liaison, and his colleagues at the Center for Language, Culture and Communication Arts (CLCCA), special attention is given to the representation of subjects’ voices and narrative forms that engage readers aesthetically as well as critically. This study addresses the multiple conflicts affecting the lives of minority language students, their families, and schools, as well as the need to move from a schooling paradigm of discipline and punish (Foucault, 1979) to one of making peace. He examines the cultural roles played by Shou Cha as cultural healer (from Spindler & Spindler, 1990) and border crosser (Giroux, 1997), and suggests implications for researchers and educators.
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