Reviews the theoretical background, methodology, and preliminary results of a planned study of what teachers think about power to be conducted in three stages with kindergarten and comprehensive school teachers in Finland. Preliminary results from 22 teachers identify power most clearly as a social category. (SLD)

In Iran, community mosques have been decentralized institutions of local power. Mosque leadership was influential in the overthrow of the Shah. However, the resulting Islamic Republic dominated and used mosques as agents of social control. (SK)

Documents a Macedonian/Albanian dual-language immersion program in Macedonia and recommends how to structure bilingual programs that build community between language groups where there exists an unequal power structure between the two languages. (Author/VWL)

A case study of a health promotion coalition to reduce deaths from AIDS and substance abuse illustrates how empowerment planning can take place, as well as how political and ethical issues influence planning decisions. (SK)

Finds that power exerted a substantial impact on the messages persons used during a negotiation game; message behavior moderated the effect of power on outcomes, so that negotiators were differentially effective in any given power condition depending upon the messages employed; and participants' message behavior was often maximizing outcomes. (SR)

Based on current empirical data, school-based management is failing to produce radical changes in school practice. SBM, which holds untapped potential for democratizing the workplace and equitably addressing students' needs, can be analyzed in terms of formal and informal dimensions characterizing a site's scope of authority, involvement, and…

Refutes the theory that students automatically learn to think more openly via a decentered pedagogical transference relation, a relation "supposed" to put the teacher/master, student/slave hierarchy into question. Argues that neither learning nor thinking can be adequately explained by equating language to writing, or text to narrative.…

Investigates the connections among laughter, power, and motivation for religious education by reviewing the history of laughter and four models for laughter. Discusses complexity and the laughter of complexity. Concludes that the laughter of complexity can be a guide towards the appropriate use of power by using intrinsic motivation. (CMK)

Explores how hypertext might be used in the composition classroom to explore the gendered nature of text production. Suggests that writing multivocal hypertexts can help make students more aware of the multiplicity of their subject positions and the ways in which academic contexts try to silence those positions. Concludes by recommending such a…

Presents a conversation between the two authors as they attempt to confront the construction of "whiteness" as a silent but potent epistemology that pervades writing instruction and contributes to racism within academic institutions. Discusses pedagogical practices as well as university policies, focusing particularly on the subject positions of…

Examines the discursive construction of identity and power in a Japanese online discourse community by focusing on an email list for Japanese professionals in the field of Teaching English to Speakers of Other Languages (TESOL). Argues that online discourse communities do not diminish hierarchical social relations found in offline discourses but…

Discusses training as a gesture made within institutional power structures that can be influenced in various ways to help bring about good basic writing instruction. Offers questions, observations and discussion with the hope that others will re-consider training as an institutional presence made visible through their own campus configurations of…

Explores influences of postmodern notions of power on structure, leadership, change, conflict, culture, and processes. Because postmodernists reject the Weberian association of power with authority, power is deemed a strategy or cluster of relations, rather than a property of institutional position. Implications for educators are profound.…

This review examines the relationship between academic study and the discourse of human interaction, attempting to position the book in the larger context of current efforts to include the study of race in urban public education. Suggests that the book does not provide a comprehensive examination of the racial and ethnic components of power in…

Outlines different priorities of current policy and research in literacy education in Australian schools. Suggests that a number of generic and specific factors contribute to these differences: differences in perspective and responsibility of policymakers and researchers, different underlying theoretical assumptions, and changes in the current…