With the increase in ethnic diversity in the United States, many educators have recognized the need to expand their knowledge of multicultural education in the public schools. The success or failure of multicultural education depends upon the effective preparation of teachers and administrators. These teachers must be competent in the courses they…

Explores the related concepts of "bureaucracy" and "the bureaucrat," focusing on the characteristics of bureaucracy as an organizational form and on the sources of bureaucratic power. (PGD)

Defines courage in educational settings and explores the development of conditions that allow courageous actions. (MD)

Successful leadership calls for a skillful interplay of power, politics, and ethics, qualities commonly thought to be incompatible. For the future of higher education, colleges and universities must learn how to recruit leaders with this combination of attributes and restructure the reward system to help them maintain their leadership. (MSE)

All educational authority is not contained within the schoolyard fence. Education and re-education are processes in which the authority underlying not just knowledge of things, but value orientations and even self-identity, should be created by communities that are much more enclusive than the profession of education. (CB)

A strong conservative current underlies much of what is currently said about authority in schooling. Educational authority should be rooted in the ideal of democratic social transformation, a function it cannot have when conceived of more narrowly in terms of institutional heirarchy and stability. (CB)

Distinctions are made between tolerance, tacit approval, and acceptance, particularly within the context of culture and social power structure. It is concluded that in a world of unequal power, claims of tolerance on the part of the powerful who do nothing to assist the powerless whom they tolerate are unacceptable. (MSE)

Clinical supervision should not be construed as "delivery of services" to targeted audiences of teachers deemed inexperienced, inefficient, or incompetent. Supervision should instead empower and emancipate teachers by creating conditions under which they can examine classroom actions in terms of the historical, social, and cultural…

The article discusses the role of middle managers in an independent school setting and their relation to school heads. It suggests 14 principles of operation to meet the needs of school middle managers and to help clarify the role of the educational middle manager. (SB)

Drawing on several specific incidents of media misinterpretation or imbalanced reporting of information about higher education, particularly concerning faculty, the author examines how journalists can interpret and influence the balance of power on campuses. Issues discussed include presidential searches, campus employment patterns, and faculty…

A discussion of the concept of professional practice for higher education institutions draws on organizational theory to examine the nature of higher education institutions, the use of power and influence, and the administrator's role. Some aspects of administrative practice requiring administrative attention include organizational instruments,…

Despite much talk about balancing freedom and responsibility in higher education, a more appropriate pairing is of freedom with authority. The concept of responsibility has become problematic, and educators have lost the ability to speak with authority. Although we have come to identify freedom with the free market, it is the bottom line which has…

Examines some of the issues that arise for women as they learn to use their power effectively while competing for leadership in male-dominated organizations and outlines six styles of power and principles for using these strategies appropriately. (CLB)

Teachers are in the awkward position of exercising authority, yet have dubious control over the conditions within which they do so. The ideal teacher role is authority exercised in good faith and a commitment to the burdens and uncertainties of educational authority. (CB)

The problematic relationship of knowledge and social-political power, as it affects the standings and justification of educational authority, is probed. Ways in which knowledge claims may legitimately support some forms of authority in practice are discussed. (CB)