The article contrasts the development of secondary schools in Sweden, Finland, and Norway at the end of the nineteenth century and shows how secondary school development was affected by political power structure and conflicts involved in the definition of a national identity for each of the three countries. (SB)

The questions that observers of Congress have posed throughout U.S. history continue to confront citizens: how have the constitutional powers of Congress adapted to new conditions, and how has this affected Congress's relations with the other branches of government. Congress, in its constitutional design, is part of the remedy for the problems of…

Offers a narrative based on a real event, in the form of a "docustory," describing that moment when teaching worked--when, in an instructional setting, communication was "perfect" or "excellent." Describes a watershed moment during the campus unrest of the 1960s when a professor learned it is morally wrong for teachers to play power games with…

Defines and contrasts the rhetorical status (individual's and groups' potential influence in society through symbols) of some Blacks and Whites under slavery, and analyzes the more powerful forms of persuasion employed by many Blacks during and after Reconstruction. (SR)

Summarizes traditional views about power relations in the workplace and their effects on writing. Tests these assumptions against medieval business correspondence and technical writing in the nuclear power industry. Discusses how these large-scale hierarchical organizational structures profoundly influence written communication. (RS)

In 1929, the Cheyenne and Arapaho tribes of Oklahoma adopted their first written constitution, which created an elected tribal council. Through this council, educated and acculturated young men took power from traditional chiefs and elders. Land claims and dealings with the Bureau of Indian Affairs, 1929-37, are discussed. (SV)

The Office of Indian Education (OIE) is a classic example of what happens when a new element or force is introduced in a bureaucratic structure and attempts to propose and implement change in the behavior of individuals in the organization. OIE was administered and functioned from the beginning in a loose and non-directive manner, and within the…

Analyzes gender and power in British universities, exploring the position of women in higher education over a 40-year span. Presents two case studies, one at a small technologically oriented university and one at a large mainstream university, of the implications of senior administrative work for the professional lives of academic women. (SLD)

Considers women and their evidence in relation to the agenda of the Bryce Commission, arguing that the agenda reflected concerns with boys' education and that it marginalized girls' education and women's evidence. Focuses on the networks between men and women on the Commission and power relations manifested in giving and taking evidence. (DSK)

The implications for nursing education of the fact that nursing started as a woman's occupation in a field dominated by the male physician are considered. Although in 1873 nursing represented a real educational opportunity for large numbers of women, none of the prestigious women's colleges were interested in educating women for careers. In the…

This overview of the changes in political control experienced in the Dominican Republic demonstrates the extensive contributions of people of various ethnic and racial backgrounds which have molded Dominican society. The present cultural policies are oriented toward Spanish ideology, but the country has also been influenced by France, Haiti, and…

Analyzes African development strategies as a response to conditions and limitations imposed by a history of colonialism and neocolonialism. (Author/MJL)

Defines politicization as using the curriculum and informal channels of education to serve the ends of significant power groups. Notes that geography and history were subjects at the cutting edge of the process of politicizing curriculum content. Argues for a balance between content, pedagogy and social education. (KO)

Examines collaborative pedagogy in English departments in the United States in two contrasting decades, the 1930s and the 1950s. Focuses on the practices discussed in three English journals: "English Journal,""College English," and "College Composition and Communication." (HB)

A brief history of the school-community relations movement in this century and a description of some major community development/social change forces are provided to set the stage for analyzing and predicting major directions for school and community relations in the 1980s. (Author/SJL)