Educator John Dewey believed that education should reflect and influence the structure of the society it serves. The school can free and develop individuals' capacities without respect to race, sex, or economic status, thus helping to insure a culturally plural society. (Author/GC)

The need for reform in the Olympic Games has implications for physical educators. (JD)

The influence of institutionalization of academic pursuits and the relevance (or irrelevance) of history to the individual are examined. (RW)

Argues that the disappearance of the traditional family and the emergence of a new feudalism of monopolies and interest groups are the prime reasons for a declining American society. Suggests that political and business leaders will have to lead the search for a restoration of lost values. (Author/JG)

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)

Assumptions underlying teaching for transformation and cultural relevance include (1) how is spirituality defined; (2) transformative learning involves cognitive, affective and symbolic/spiritual aspects; (3) transformative learning must attend to sociocultural dimensions (personal, cultural, structural, political, sacred); and (4) instructors…

Discusses sociocultural theory and pedagogy in the second language classroom, especially as it relates to student assessment. Suggests authentic assessment (G. Wiggins, 1990) and instructional conversations (R. Tharp and R. Gallimore, 1988) as better methods of student assessment within this sociocultural framework. (SLD)

Exemplifies, through the pedagogical theories put forth by Paulo Freire in his book "Pedagogia del oprimado" (teaching the oppressed) and along with the potentials of hypertext, the intimate relationship between socio-cultural forces and the technical responses emerging from the dialectic process between them. (AS)

To create inclusive learning environments that accommodate multiple world views, adult educators must undertake critical reflective analysis of sociocultural identities and assumptions (their own and those of learners) and use this knowledge to take reflective action. (Contains 17 references.) (SK)

Asks 65 mostly White and middle-class college students to share conceptions of "privilege" and "oppression," terms associated with social justice disorders. Data analyses revealed themes reflecting descriptions of characteristics of privilege and oppression, rather than causal explanations of these constructs. Discusses…

Discusses the socio-cultural nature of education and examines how researchers have defined culture and how instructional designers have treated culture within the design process. Considers systemic versus systematic design and examines how culture has been addressed in existing ADDIE (Analysis, Design, Development, Implementation, Evaluation)…

Reviewed 283 data-based articles containing material about Black Americans in the "Journal of Marriage and Family" from 1939-87 using a sociohistorical framework of analysis. Results indicated that focus on the culture-of-poverty thesis has been a prominent and obvious source of distortion in substantive research on Black families in America.…

Analyzed General Social Survey data to determine if women's sex role ideology may be negatively related to marital happiness and stability. Found women with nontraditional gender values less happy and more likely to be separated or divorced. Results suggest that modern sex role ideology is negatively related to marital success for women.…

Discusses ways in which Australian families may be supported by government policies in the 1990s. Topics include conservatism and family issues; changing trends; basic resources for families; and the process of mobilizing community support. (RJC)

Defines technology assessment as a tool to look at the positive and negative consequences of technological change. Discusses the social and cultural impact of technology and offers a student learning activity. (JOW)