Examines the problems inherent in being a black intellectual: the predicament of being caught between an insolent American society and an insouciant black community. The paper suggests various ways of understanding and transforming the problem. (GLR)

Presents propositions fundamental to a comprehensive Marxist theory of personality: five premises about the ontological nature of the person and four about underlying expresssive personality characteristics. Differences between the proposed theory and traditional theories are discussed in terms of sociohistorical influence, the nature of…

The article examines Basil Bernstein's research on power relations in education, discussing class formation, class essentialism, and changing nature. It describes new ways of approaching relationships between culture and power, noting the neo-Marxist-oriented sociology of education, and stressing the importance of keeping class relations in the…

Discusses the challenge and possibilities that the philosophy of revolutionary struggle poses for critical educators, focusing on globalization, the commercialization of education, Marxist and neo-Marxist philosophy, critical pedagogy for the new millennium, and critical pedagogy in the age of globalization. (SM)

Discusses the history of Russian literacy from Kievan Rus, through the Muscovite period, the Imperial period, and the postrevolutionary Soviet Union. Presents tables of literacy levels for various periods. Discusses evidence, theories, and problems with historians' assumptions. Concludes that, until recently, little impetus existed for the bulk of…

Contends that questions about power and who has it dominated U.S. political and social discourse. Discusses five aspects of power and art: (1) three power/art relationships; (2) the struggle between individuals and systems; (3) power applications; (4) current power contexts; and (5) major futures issues. (CFR)

Chapter two from V. V. Davydov's "Problems of Developmental Teaching" (1986) is excerpted. Analyzes Piagetian theory, finding it neglects the influence of teaching and child rearing on mental development. Builds from Lev S. Vygotsky's theories to delineate stages in personality and mental development during childhood. (CH)

Characterizes the period in Soviet Russia from the late 1950s to the early 1990s as one marked by socioeconomic change and Communist Party restructuring. Discusses the effect this turmoil had on the educational system. Reforms instituted during this time formed the basis for many of the changes implemented with perestroika. (MJP)