Explores different ways of perceiving phenomena in micro-spaces that are essential to the understanding of reality. Specifically, analyzes the various manifestations of power within micro and macro spaces. Also discusses micro-macro relationships from a holistic perspective, and looks at problems of grass roots communities in their search for…

Considers recent developments in critical-interpretive approaches to organizations by examining the relationship between power, ideology, and organizational narrative. Discusses organizational narrative as one of the principal symbolic forms through which organizational ideology and power structures are both expressed and constituted. (NKA)

The political processes involved in an academic program evaluation are discussed. Data gathered from a program evaluation conducted at a small, public, liberal arts university in the Southeast were used in examining the explanatory power of the various theories and models. (Author/MLW)

Argues that economics-oriented poverty programs are designed to preserve the social status quo and that programs designed to alleviate poverty and end discrimination against black and female workers must attack the political basis of these problems. (JM)

Analyzes the crucial role of schooling in the economic, social, and political development of a citizenry in the developing nations of Africa. Information is presented on the family and the school, political socialization, the recruitment of elites through the school system, vestiges of colonialism, the impact of independence, and transmission of…

Language-spread policy (LSP) is policy promulgated by groups seeking to spread their languages to speakers or communicative domains. LSP can be internal or external, overt or disguised, and related in different ways to national policy. Intent may be to increase native-language advantage in international communication, disseminate ideology, create…

A case study of a college nursing program reveals the politics of planning in higher education and the need to be aware of power relations, negotiated interests, and ethical issues in order to effect meaningful change for students. (SK)

Program planners must be aware of the purposes of professional continuing education and the organization's expectations of it. For example, continuing medical education may be expected to expand clinical practice by generating patient referrals from participating physicians. (SK)

Schools are political in that they are creatures of the state and are supported by tax monies. Political pressure is applied from groups of local citizens and local chapters of national pressure groups. Many argue that the real locus of power affecting schools rests in the power structure of the community. The type of power structure may be…

ERIC abstracts on the influence of politics and power structure on education are compiled that were announced in RIE through September 1969. The key terms used to compile this collection are "political power,""power structure," and "political influences." The following information is presented for each document: Author, title, place of…

The school as a political entity is described as a center of power relations between persons in authority and persons under authority. The process of education for independent thinking is seen to continually initiate alienation from existing authority and tradition. (AV)

Describes dividing up the responsibilities of the department chairperson among senior members of the department, then reconsiders the profession and the state of the humanities. Discusses views advocating "excellence," cultural literacy, great books, and a core curriculum in the humanities. Identifies political tasks and continued…

Questions of power, leadership, and the struggle of academic versus administrative influence at Oxford University are explored, and Weber's theory of leadership and authority is applied to the institution, whose objective is to produce members of the elite or ruling social strata. (MSE)

Conceptual and ethical guidelines for institutional evaluation are proposed that reflect higher education's inherent ambiguity and conflict, emphasizing plurality in values and perspectives, dispersion of power, the need for early negotiations about the purposes and control of evaluation, the kinds of information needed, and access to it. (MSE)