Examines claims that the bodies of knowledge, standards, and methods of inquiry promulgated by the university are undemocratic, representing a hegemony of Western, middle class, male culture. Argues that this view is based on a social construction view of knowledge and points out problems with this view. (SM)

It is in cases where disruptive students are dealt with by school disciplinarians possessing extensive discretionary power that the school's recognition or denial of student rights and interest assumes sharpest focus. (MJB)

The author comments on a paper criticizing the role of trustees on a Canadian board of education and their decision-making processes. (GW)

The author responds to comments on a paper of his that criticized the role of members of a Canadian board of education and their decision-making processes. (GW)

Experiences at a junior high school in the ghetto are recounted by a former teacher there to illustrate how the principalship became the focus of a highly personalized power system. (GW)

This article explores the notion of knowledge as a freely exchanged commodity in advanced industrial and developing societies. The parallels and differences between the two types of society are highlighted. The distortions imposed in Nigeria upon knowledge as a result of dependency in the world economic order are examined. (MT)

This paper argues that there are at least two decision-making systems in the school: (1) the first reflects mainly school-wide affairs and lends itself to rational, centrally controlled procedures that restrict behaviors to conform with well-programmed events; and (2) the second reflects mainly classroom affairs and requires flexibility and…

The author comments on a paper criticizing the function of school board members and their decision-making processes. (GW)

Based on experiences at the Toronto Board of Education, the author comments on a paper criticizing the role and decision-making processes of another Canadian educational board. (GW)