Notes that much research in telecommunication and development continues to treat technology as neutral and neglects its impact on the powerless. Argues that the view of development as desirable often goes uncontested. Calls for a paradigm which places power in the center of the analysis. (SG)

A regional survey of 141 higher education institutional research offices investigated the following aspects of program administration: research and analysis staff size; educational preparation and experience; location in the organizational hierarchy; functions and tasks; and role in assessment. Four different types of offices are described.…

Explores ethical issues of cultural diversity, power, and influence embedded in leadership and school practices. Explores ethical criteria suggested by various perspectives (functionalism, interpretivism, and critical theory), arguing that ethical issues can be more thoroughly addressed by using criteria from multiple perspectives. Single-lens…

Uncritically accepted assumptions of adult education are it has humanistic goals; it narrows the gap in educational attainment; it is learner centered and empowering; (and it advances equality. The reality of practice must be confronted through critical pedagogy and participatory research. (SK)

Examines collaborative pedagogy in English departments in the United States in two contrasting decades, the 1930s and the 1950s. Focuses on the practices discussed in three English journals: "English Journal,""College English," and "College Composition and Communication." (HB)

The National Collegiate Athletic Association's (NCAA) new administrative structure, which allows each of its three divisions to operate independently, is criticized by some as having an unnecessarily complex legislative process. Others find the structure gives divisions flexibility to address timely issues and more control over their own affairs.…

Examines the dilemmas of mid-career feminist professors, including: escalating demands on their time; pressures of work and family; high casualty rates among women hired; friction between generations and among feminists; and doubts about what professionalism means to the collective participants in the feminist venture. Discusses strains of this…

The author, formerly a principal, examines her experience as a research subject to demonstrate the harmful potential of qualitative research that tries too hard to "emancipate" participants. She herself became a casualty of invasive inquiry, defined as a violation of self. Personalization of study findings is ill-advised. (24 references)…

Addresses questions related to whether the U.S. interest-group system is biased toward the wealthy and privileged and, if so, how they obtain influence. Finds that privileged groups such as business have more influence than groups representing minorities, women, and the poor, but do not have better access to policymakers. (DSK)

Reintroduces the ethological concept of social dominance, and interprets it from a strategy-based perspective. Maintains that, by adopting this approach to social dominance and explicitly incorporating developmental processes and uniquely human capacities, human social-dominance patterns appear to be more similar to primate patterns than commonly…

Contrasts linguistic imperialism and linguistic hybridity and comments on a previous article that suggests the role of English in endangering regional languages and cultures no longer holds true. The role of the English-a-as-Foreign-Language teacher is discussed. (Author/VWL)

Responds to comments by Canagarajah, which were written in response to an article that suggested that the role of English in endangering regional languages and cultures no longer holds true. (Author/VWL)

Examines the experience of rural development, an area of project-based change. Ideas are provided that were prompted by first-hand experience in the field. (Author/VWL)

Describes some experiences of a female associate dean in a university faculty within the framework of a typology of power to reveal its changing nature. The typology contains five components of power: power over others; structural factors; power through others (facilitative power); power with others (empowerment); and personal power. (Author/MSE)

Offers a rationale for developing a theory of social justice to support educational research. Using the work of John Rawls and others, explores injustices present within schools and classrooms observable through experiences of powerlessness, violence, exploitation, marginalization, and cultural imperialism. Calls for a transformational focus for…