Critically examines several perspectives from which the underclass is viewed and identifies policy prescriptions related to them. Conflicting perspectives correspond to assumptions about human nature characterized by Thomas Sowell as "constrained" and "unconstrained." Argues for an expanded federal role in helping the poor through employment…

Drawing on the recent intersection of political, literary, and feminist work provides commentary and analysis of state forms of discourse about education. Argues that the discourses of the state, as they position language, knowledge, education, identity, and gender within texts, wreak havok on people's lives. (DMM)

The term "underclass," which refers to the concentration of economic and behavioral problems among racial minorities (mainly Black and Hispanic) in large, older cities, accurately describes a real and new condition in the United States social structure. In a sense, the rise of the underclass is an effect of the success of American social…

Discusses attitudinal barriers to the implication of Article 19 of the United Nations Convention on the Rights of the Child, which urges states to protect children from abuse. Explores theories explaining why child abuse occurs. Suggests how and why early childhood educators can contribute to the promotion of a nonabusive society. (AC)

Examines the widening gap between rich and poor in Latin America, and the troubling performance of new Latin American democracies. Reviews human-capital, neoconservative, neoliberal, functionalist, and social democratic theories about education and poverty. Presents eight theses about the state, poverty, and education, and calls for education to…

In an effort to develop a comprehensive theory of the relationships between different levels of government in the implementation of federal programs, the authors of this report conducted a study of four federal programs operating in both Baltimore (Maryland) and Milwaukee (Wisconsin). Three hypotheses were tested: first, that when program goals at…

This book explores the relationship between adult education and social change and argues that it is vital for all adult educators to continuously engage radical theory in their teaching, reassess radical adult education's doubting and abandonment of the Marxist tradition in favor of postmodernism and radical pluralism, and seek to reinject the…