Humanistic studies are defined by several characteristics: the temporal view of values and a refusal to repudiate the past as irrelevant; the importance of human actions and beliefs; and the dual qualities of objectivity and subjectivity. (JN)

Examines a list of nine awarenesses, or recognitions, that must undergird any search or realistic hope for confident education, which has two dimensions: sound and effective education and the way people feel about that education. (Author/IRT)

Identifies four variables that influence decision making: presidential power, the president's relationship with college employees, external conditions, and the nature of the decision itself. Provides examples of extreme conditions with regard to these variables and suggests participative management in dealing with the decisions facing most college…

The utility of incorporating organizational needs of political elites into explanations of ideological innovation is demonstrated in a case study analysis of the rise of Black Power in the late 1960s. (Author)

Academics frequently require material resources and this leads to the use of ancillary staff. This empirically based study includes an examination of how resources shape academic activity and a consideration of the character of the relationship between academics and ancillary staff. (JMF)

Described and discussed in this article are the nature of student-client power, the history of events during the first year of college operations at Federal City College, and concrete organizational conditions which encourage or inhibit client power. (Author/EB)

The author proposes changes in preservice training and school administration practices that would end traditional school hierarchies and make the teacher/administrator relationship one of equal professionals functioning in separate spheres. (SJL)

This paper analyzes the distribution of power in street-level bureaucracies that deliver public services and critically examines the sources of this power. The mechanisms and political environment which allow street-level bureaucrats to make public policy are discussed in detail. (EB)

Examines ways of modifying incremental influence. Results suggest that referent power can be altered by affecting the interpersonal attraction of group members. Implications for organizational intervention and practice are discussed, and some possible modifications to the theoretical framework of power are advanced. (Author)

Examines the range of pressures that affect principals. The author asserts that the essence of effective educational statesmanship in the next decade may well be to adopt procedures that positively affect the total field of forces influencing educational decisions. (Author/IRT)

If participation does not include an openness to the issues that are of real concern to the community and an opportunity to influence policy relating to those issues, it becomes an empty public relations gesture fostering apathy, disinterest, resistance, or counter-organization. (MB)

The present focus on diversity in multicultural education is often misguided because the struggle for ethnic diversity makes progressive political sense only if it can be accompanied by a sustained analysis of the cultural logics of white supremacy. A real revolutionary multiculturalism must consider the construction of subjectivities within…

Describes and analyzes communication technologies of a peripheral state, the Philippines, in the context of its historical integration within the world economy and dependent association with the United States. Analyzes functions of new communication technologies in the production of state power, including using communications for accumulation,…

Examines the relationship between peer review and governmental regulation as sources of authority in U.S. institutions of higher education. Reviews the development of government's role in education and highlights conflicts and synchronization between peer and governmental authority. Argues that peer review systems provide educators with a unique…

Ideas from postpositivist thinking have been particularly challenging for comparative education scholarship and its metanarratives. Analysis of articles in major comparative education journals in the 1990s examines the integration of ideas from 10 poststructuralist thinkers and explores in detail the appropriation of Foucault's ideas and…