Study outlines processes involved in adolescent girls' responding to sexual harassment. Grounded theory methodology is used to create a theory of these processes. "Learning about the self" was the core category elicited from interviews. Processes represent girls' movement from seeing themselves as "objects" of others'…

Advocates increasing understanding of educational leadership by adopting a comparative, cross-cultural lens. Suggests a framework for comparing cultural influences on educational leadership across national and cultural boundaries. Outlines six cultural dimensions: power distributed/concentrated, group/self-oriented, considerate/aggressive,…

Summarizes competing approaches to the role of culture in community development and use of community media--as top-down dissemination of messages or as participatory action research. Presents a case study of the use of video for community participation and empowerment in Burkina Faso. (Author/SK)

Highlights unifying concerns in the articles contained in this special issue. The three main themes that constitute critical approaches to TESOL are the focus: the domain or area of interest, transformative pedagogy, and a self-reflexive stance on critical theory. (Author/VWL)

Examines stories told by the members of a Roman Catholic parish staff to each other in informal settings, investigating ways they reinforced or challenged the organization's power structure and reflected changes in cultural traditions. Shows that much story content reinforced the church's hierarchy, and occasionally reflected changes in the larger…

Reviews and analyzes (1) Congressional efforts, from l967 to 1973, to limit and control military public relations; and (2) the use of legal counterstrategies by the military that contravened the intent of Congress. Suggests that elected officials have limited power to control public relations programs in government agencies. (NH)

Comparison of two graduate courses revealed the complex ways in which power relations based on race, class, gender, disability, and sexual orientation interact with theories of mastery, voice, authority, and positionality. Teacher and learner power relations particularly influenced classroom dynamics. (SK)

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)