Asserts that teachers are already significant decision makers regarding curriculum and instruction. Argues that teachers and students cannot be empowered by others. Suggests four conditions to enhance teacher growth and informed engagement: systematic study of self; subject matter, pedagogy, and learners; society; and utilization of contingency…

Attempts to apply D. Lawton's concept of curriculum as a selection from a culture to planning curricula for post-Apartheid South Africa. Examines which groups might do the selecting, choosing from which cultures, and the possibility of a common curriculum for a country divided along racial and ethnic lines. (JB)

Discusses pedagogy in physical education teacher education, noting its definition as a problem and some suggested solutions. The paper examines three pedagogies (performance, critical, and postmodern), claiming they are defined by different discourses, each one in response to problems that can be understood by analyzing the process of problem…

Five articles comment on Chubb and Terry M. Moe's book "Politics, Markets, and America's Schools": (1) Choice in Education: Examining the Evidence on Equity; (2) Politics, Markets, and America's Schools: A Review; (3) Political Pollyannas; (4) Degrees of Imperfection: A Note from a Political Pollyanna; and (5) Thoughts on Choice. (SM)

Discusses British ideology, accountability, and teacher education improvement. Recent proposals for restructuring of teacher education do not acknowledge existing changes resulting from government initiatives and internal course reform following National Curriculum requirements. The paper recommends stressing course quality and content as…

Compares the histories of Brazilian and U.S. federal government policies toward educational governance. Argues that current policies that apparently support decentralization and privatization actually ensure the continued hegemony of the state while relieving it of financial and social responsibilities related to efficiency and equity. Contains 47…

Argues that Frye's concept of academic freedom is based on an espistemological dualism that separates knowledge from experience. This distinction severely limits his account of academic freedom by excluding fundamental aspects of knowledge (experience, value judgments, teacher-student dialogue, rational argument, interdisciplinary inquiry,…

Discusses the university's role in emerging economies of the Pacific Rim's Newly Industrialized Countries, noting that universities are central to educating people for technologically oriented societies, providing a voice to emerging democracies. (SM)

Compares the role of Canadian and Chinese universities, which are expected to contribute to national cultural identity, examining the link between universities, cultural identity, and democracy in the world community, illustrating ways in which academic cooperation could enhance democratization, and comparing different ways scholars have…

Proposes that the Executive Branch of the U.S. government initiate an interagency committee to coordinate federal scientific and technical information (STI). A locator system providing a single point of access to an interactive data system through which users could access a comprehensive set of federal STI is recommended. (51 references) (KRN)

Asserts that preparing students to be rational decision makers in a democracy and productive participants in the economy are major goals of education. Argues social studies education must provide opportunities for analysis and decision making related to current major issues. Identifies the National Issues Forum in the Classroom program as an…

Review of American Association of University Professors cases (n=17) concerning college employment practices and policies during retrenchment draws a parallel between patterns of resource reallocation in higher education and redistribution of wealth and power in the larger society. Retrenchment is seen as a socially constructed not a…

The Clinton Administration's national service proposal, and its ramifications for federal student loan programs, are outlined. It is proposed that college officials can be most constructive by helping to design the program's in-college component, where their expertise and attention are most needed. (MSE)

Since the U.S. has no strong centralized educational program, the drive for systemic change is proceeding more slowly and unsystematically than in Japan or France. Systemic reform strategies must emphasize building schools' capacity for self-renewal. Getting from uniformly high standards to diverse delivery systems is the challenge. Marshall…

A review of the evolution of Brazilian policy for higher education concludes that the conflicts, shifts in decision arenas, and decisional paralysis reflect (1) basic lack of consensus in the nature, goals, and possibilities of higher education in a society, and (2) disagreement about the resources available to a government. (Author/MSE)