Administrative responsibility and structure in higher education are discussed in terms of the conflict between the bureaucratic and professional lines of authority. Recommendations for increased communication, flexibility, and delegation of authority are offered. (JMF)

Suggests techniques English teachers can use in responding to the back-to-basics movement by examining social class memberships and power relationships that accompany language behavior. (DD)

This research is an effort to analyze the process of organizational change as it takes place within one segment of the public administration mechanism in Venezuela--The Ministry of Education. (Editor/RK)

Describes how black culture is perverted and misrepresented to serve the interests of white supremacy and suggests strategies for remedying the situation. (DD)

This longitudinal analysis focuses on two different, yet structurally related, processes: changes over time in a community's leadership structure, and changes over time of those individuals who occupy leadership positions. The former process occurs over a longer time span and is system centered, while the latter occurs more frequently and is…

Reports results of a survey of Association for Education in Journalism and Mass Communication members exploring the presence of sexual harassment in mass communications graduate programs. Finds that nearly 15% of respondents reported experiencing it. Investigates effects of such behavior on graduate students who experience it and how power…

A comparison of educational systems of several developed countries (England, Germany, Denmark, Japan, and the United States) shows that U.S. principals have a more frenetic work day than their international colleagues, shouldering heavier responsibilities for student discipline, teacher supervision, student activities, and community relations.…

Takes up a number of issues related to collaborative writing and co-authoring and reflects on their meaning. (TB)

Minority women students (n=60) in Canadian universities participated in focus groups and a survey (30 responses) depicting their experiences with university culture, academic advising and mentoring, social life, and academic freedom. Education's role in reducing or eliminating power imbalances was stressed. (SK)

A framework for analyzing the educational attainment of culturally and linguistically diverse students highlights ways in which power relations influence the negotiation of identity. Teacher-student interactions either reinforce coercive relations or promote collaborative ones. Ignoring the intersections of power and pedagogy reinforces coercive…

Analyzed two programs in a public agency: Investors in Management (a British government initiative) and employee-led development. Found that both programs exposed tensions between individual growth and traditional values constraining growth. Concluded that effective organizational learning in the public sector must be collective and aware of…

Brings language use and identity together in a critical reading of recent modern language and intercultural communication literatures. Alternative readings legitimize the dual idea of languages and linguists as agents that mark and are marked. Suggests that for identify to be agentic in character, power has to be acknowledged, struggled with, and…

Used the mathematics of cooperative multiperson game theory to analyze the relative strengths of various representative groupings on three models of school governing bodies loosely based on school types in Northern Ireland. Findings contribute to understanding of the distribution of power in committee-like structures. (SLD)

A discussion of women in higher education administration examines women's role in male-dominated organizations, the role of support staff in professional fields, and how institutions value neither of these roles and neither has a base of true academic power. Suggestions for attaining a powerful role in administration are made. (Author/MSE)

In the debate on the issue of emancipatory education, Mezirow's concept of adult education borrows important distinctions from Habermas' critical theory. However, he neglects the radical impetus behind Habermas' work. Both of their conceptual frameworks appear too rationalist for a more encompassing concept of emancipatory education. (Author/SK)