Interviews English parents who had at least one child who had finished compulsory schooling about their school choice and experience of compulsory schooling. Examines different significances that parents attached to discipline and why. Argues that power relations between adult/child and resulting from social location are relevant to understanding…

Identifies crucial elements of black feminist theory as they surface in the scholarship and activism of black women at the end of the second wave of feminism in the 1970s and the beginnings of the third wave of feminism in the 1980s and 1990s. Socially constructed categories of race and power are emphasized. (SLD)

Enters a discussion about the appropriate role of researchers from a dominant group in conducting research about a subordinated group. Relates one scholar's experiences as a man researching in the area of feminism. Argues that these researchers can work with integrity but that it takes self-reflection and commitment to accountability. (DSK)

Explores key features of processes school leaders employ to create positive interethnic school communities, identifying five elements for effective intervention and applying an analytical model to each to provide a schema for framing elements of central importance. Addresses how school leaders use their power and authority and how they determine…

Using Texas's experience with standards and high-stakes testing, this critical sociocultural view of accountability illuminates hidden or neglected aspects of accountability-its meanings, consequences, and the processes by which it is institutionalized. Authority is moving to the state level; teachers, parents, and students have too little…

A case study of a college nursing program reveals the politics of planning in higher education and the need to be aware of power relations, negotiated interests, and ethical issues in order to effect meaningful change for students. (SK)

Program planners must be aware of the purposes of professional continuing education and the organization's expectations of it. For example, continuing medical education may be expected to expand clinical practice by generating patient referrals from participating physicians. (SK)

Price's comments argue that Peirce advances understanding of the way in which power relations have a direct effect on language use and learning; however, he raises questions concerning Peirce's theorizing of social identity. Peirce responds that Price's reading was structured by an "a priori" assumption that was not consistent with the objectives…

Traced the emotions of secondary school department heads as they engaged with: their own and others' educational purposes, the power relationships of secondary schooling, and their relationships with people around them who were affected by and had expectations for their role. Interview data revealed tensions between teaching and leading,…

Compares the educational and philosophical theories of John Dewey and Paulo Friere, articulating how each deals with two key relationships: action to reflection and individual to society. Their theories of experiential learning largely overlap, but they depart on the larger ideological purposes of education, with Freire more inviting of critical…

Focuses on how women in the educational network surrounding the British and Foreign School Society Ladies Committee used constitutional, familial, religious, and educational languages to claim an authoritative role for themselves in the development of education for non-Western women and girls. (CMK)

Examines school psychologist and teacher perceptions of the effectiveness of 11 bases of social power that psychologists might use with initially resistant teachers. Results suggest that both groups rated expert and informational power as the most effective bases, ranked the 11 power bases in a similar way, and indicated that psychologists would…

Examines the nature of non-decision-making, its empirical operationalization, and practical realization in the school sector. Studies on decision-making fail to consider an integral element: the conscious or unconscious decision to exclude certain areas from formal decision locations and relevant decision makers. Implications are discussed.…

Discusses the career paths of several black and other college presidents, focusing on how they rebounded from firings or forced resignations. Considers political and other issues that particularly affect minority presidents of community and private colleges, as well as the importance of the fit between institution and president. (DB)

Describes the collaboration in a 5th-grade classroom between the author (a teacher educator) and a former student of hers (the 5th-grade teacher). Complicates notions of equity and empowerment in collaborative research by outlining the cycles and shifts they experienced while constantly renegotiating their positions. (SR)