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Rosemary C. Henze, ARC Associates (Oakland, CA)* 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, thedoi:10.2307/2668152 fatcat:mdijfzc3tfastkyx7c4t2nx7gy