Discusses how social identity plays a significant role in defining the nature of classroom interaction. Describes how unresolved conflict emerged when the development of authentic student voice in narrative autobiography was the primary and perhaps only objective. Presents an example of the ways in which asymmetrical power relations influence how…

Looks at a recent conversation the author had with one of her preservice literacy students. Argues that instead of being thoughtful decision makers, teachers of programs are reduced to managers, and their thinking limited to functionalist implementation of a preconceived structure. Suggests that teaching is a social practice, and as such it is…

Presents an interview with Patrick Shannon, a professor of Education at Penn State University. Describes how he writes widely on the politics of literacy and, in particular, the marketing of literacy. Discusses his interpretation of how literacy is marketed in schools today. (SG)

Questions if it is possible that any place still exists without pressure to teach to the test. Describes one school district that has been able to do so by creating a vision that allows educators to work as professionals. (SG)

For Paulo Freire, "word" has spoken, written, and active dimensions that underlie literacy education programs. Literacy is a political phenomenon, and critical literacy is the development of a reflective, dialogical, praxical mode of being. (SK)

Argues that an understanding of developments in the 1890s (when disparate strands were brought together as one discipline--English--along with a movement toward uniform standards) can inform responses to current movements and initiatives. Outlines 5 significant initiatives that came to the author's attention during his editorship of "English…

Describes the author's experiences as editor of "English Journal" from 1994 to 1998. Describes the controversy and institutional pressures from above that attended her editorship, because of her devotion to publishing articles propounding widely varying views on controversial topics of heated debate within the profession. (SR)

Describes the attempted 1933 merger between the University of Chicago and Northwestern University, discussing educational and institutional issues exposed during the debate. The universities and their presidents embodied very different philosophies of higher education. Circumstances surrounding the failed merger reveal much about the range of…

Introduces a theme issue on the politics of participation in school reform, examining types of participation and participatory reforms and noting the simultaneous top-down, often punitive reform movement involving high stakes student testing, emphasis on standards, school ranking by test scores, and adoption of packaged reforms. Discusses…

Based on a panel at the 10th World Congress of Comparative Education Societies, this paper discusses how an initiative to promote girls' education in Zambia has influenced policy development to the point where the Zambian Ministry of Education now has clear directives on girls' education. Analyzes some of the important factors contributing to this…

In response to Kavale and Forness (EC 630 380), this article presents a differing view of science and politics in learning disabilities in which the importance of practical knowledge is stressed and the importance of scientific knowledge or "scientism" is diminished. Recommendations stress the need to hold practitioners accountable and to provide…

In response to Kavale and Forness (EC 630 380), this article suggests that doing "science" is not without philosophical and ideological values. Sections address the different worlds of scientific communities and critically analyze the political side of learning disabilities from the scientific side. The article concludes with a call for diverse…

Discusses one teacher's experience in helping a student in that student's literacy development. Considers this in terms of a "career awareness activity." Discusses the presentation of "literacy as commodity," and defining a student by what part of themselves they can "sell." (SG)

Investigates three types of bad science: (1) cultural prejudice based on scientific errors (polygenism, phrenology, reification through intelligence testing); (2) unethical science (Tuskegee syphilis experiments, tobacco companies and research); and (3) unwitting errors (pesticides, chlorofluorocarbons). (Contains 50 references.) (SK)

Studies environmental education in southern China with regard to factors that have determined the nature of environmental curricula in secondary schools. Describes the nature and curriculum history of environmental education in Guangzhou. (Contains 20 references.) (Author/YDS)