'Eloquent chaos' in the oral discourse of killing fields survivors: an exploration of atrocity and narrativization.

If "narrative" implies a form of discourse in which sequenced events are meaningfully connected, an "anti-narrative" is a chaotic discourse form "of time without sequence, telling without mediation, and speaking about oneself without being fully able to reflect on oneself" (Frank 1995: 98). This paper examines narratives and anti-narratives in the oral discourses of survivors of the Cambodian killing fields. Through an extended analysis of two cases, we demonstrate the internal logic and "eloquence" of anti-narratives--i.e., the ways in which anti-narrative patterns vividly express and reveal a survivor's complex and continuing experience of atrocity.

Use and support of multicultural and antiracist education: research-informed interdisciplinary social work practice.

Multicultural education (MCE) and antiracist education (ARE) are the primary curricula through which school educators are combating the effects of racism and bigotry. To assist in the efforts of the educators, social workers need an understanding of MCE and ARE objectives, assumptions, and current research to guide their practice. This article discusses the differences between MCE and ARE and presents the findings of a study conducted in five northwestern United States school districts. It examines curricula, policies, and practices used to address racism and bigotry among elementary, middle, and high school students; attempts to discover underlying barriers to implementing antiracist and antibigotry curricula; and reveals the perspectives of teachers, administrators, counselors, and social workers. Implications for social work practice, policy development, and research are discussed.