Traces the roots of outcome-based education in mastery learning. Considers such obstacles as lack of reform preconditions, poor understanding of program features, teacher resistance, teacher domestication, staff mobility, and routinization. (SK)

In extremely repressive situations, Freire's liberation pedagogy can support resistance; in postrevolutionary societies, it can suffer from contradictions. The perpetual tension between domestication (indoctrination) and liberation makes transformative education an ongoing process. (SK)

Responds to a paper that focused on the "domestication of the ivory tower" and that highlighted indigenous, field-based education associated with higher education institutions in Alaska. Shares two stories that illustrate what indigenous students often encounter in higher education, places of learning that frequently devalue or ignore…

Discusses Freire's intersection with feminist pedagogy; compares consciousness raising and conscientization, the role of dialog, and the teacher/student relationship in women's studies. (SK)

Examines "nukespeak," the use of metaphor, euphemism, technical jargon, and acronyms to portray nuclear concepts in a neutral or positive way. Identifies two nukespeak strategies: domestication and bureaucratization. Uses two cases of nukespeak strategy by Ronald Reagan to illustrate the implications of nukespeak for the audience. (MM)

Trainers using dialog, critical thinking, and problem solving were challenged in training teachers in a ministry based on charismatic prophecies and unquestioned dogma. They questioned whether it is possible to change attitudes of those who believe in education for domestication in a context hostile to dialog and ambiguity. (SK)

Considers the question: "Can communication research produce knowledge through which we can learn to understand and to change reality?" Concludes that communication research is served better with more "art" than with more "science." (PD)

Explores the conflict in guidance arising from the desire to consider the needs of society while guaranteeing individual freedom of choice. Discusses the theoretical basis of vocational guidance. Gives examples of "domestication" and "transformation" approaches to guidance and discusses the consequences of viewing guidance as a…

In response to Helmut Heid's critique of domesticated philosophical critique, I focus on the metaphor of domestication, which is central to his article. Drawing on the work of Jacques Derrida, I offer a deconstructive critique of the opposition between domesticated and undomesticated critique, arguing that a clear conceptual demarcation between…

"White men are saving brown women from brown men." Gayatri Spivak suggests that this phrase is for her as fundamental for an investigation of colonial dynamics as Freud's formulation "a child is being beaten" was for his inquiry into sexuality. Through a deconstructive interrogation of elementary Hawaiian history textbooks, Hawaiian studies…

Using Milton's "Paradise Lost" as metaphor, this article examines shifting positions of authority, and the role of technology, in higher education practice. As higher education becomes caught up in the performative agendas of globalised market rationalism, technology is mobilised in a specific way which sits uncomfortably with…

Examines the experiences of Native and non-Native Alaskan teacher educators in rural Alaska, describing opportunities for capitalizing on field settings available to faculty at any university. Discusses reasons for putting faculty in the field, looking at field-based training for Native teachers, the "ivory tower" versus the real world,…

A first-year philosophy of education course encouraged students to challenge definitions of education as "schooling" and of relevant learning as that with an institutional or vocational focus. Critical analysis of the individual's social learning was the first step toward personal growth and social transformation. (SK)

In Gujarat, India, illiterate Rabari nomads see formal education and literacy as irrelevant to pastoralism, but as providing possible alternatives if the pastoral life dies. Access and school culture present many difficulties. The hegemonic values of the international initiative Education for All and associated national policies ignore the…

This exercise invites critical consideration of domestication, exploitation, and hegemony. We enquired with participants into the ways in which these processes may be embedded in the taken-for-granted logics of organizational and personal decision making. We contrast participation or tolerance of these processes with commitment to often…