Teachers' utilization of personal practical knowledge in effecting school reform was analyzed in a three-year project in a Toronto inner city elementary school. The major unit of study was the school, investigated through the eyes of people responsible for school policy. The study focused on the school board's Race Relations Policy and Inner-city Language Development Policy, and is presented in four volumes. Participant obesrvers noted the activities of the principal, teachers, and one teacher in particular to determine the key factors affecting their practice in school and classroom. Then these practices were explained in terms of the staff's personal knowledge. This fourth volume, which contains three chapters, deals specifically with the Race Relations Policy as it is put into practice. Chapter 11 (following from chapter 10 in volume 3) examines the implementation of the policy from the perspective of personal practical knowledge. Chapter 12 shows how personal and cultural narratives are expressed and how they interact. Chapter 13 summarizes personal practical knowledge as practitioners' way of knowing their school and classroom, and as the determining influence on practice, especially as it concerns race and ethnic relations. (MCK)