There is a general knowledge about the United States governments' deliberate attempts to destroy American Indian cultures. History books tell of American Indian students being locked in week long routines to keep them out of mischief, underfed to break down resistance and being given deadening rounds of simple, repetitious chores bereft of…

Discusses how society can interrogate the cultural meanings of white dominance, suggesting a need to create a public sphere where the practice of whiteness is identified, analyzed, contested, and destroyed. The paper advocates a revolutionary multiculturalism focusing on the idea that identities are shifting, changing, overlapping, and…

This study used preservice teachers' autobiographical essays to explore their beliefs about race, class, and gender. Findings indicated that, although some students were taught equality and still held views of equality, four factors helped initiate change in their beliefs toward greater equality (education, travel, experience with discrimination,…

Examines whether technology is a form of particularism in education and, if so, whether it, when it dominates school policies, could be immune from familiar criticisms concerning the system's non-neutrality. The paper examines political liberalism's brand of neutrality and discusses the state's role in ensuring neutrality. (SM)

Examines how new educational technologies can invigorate existing educational communities, facilitate the creation of new educational communities, and interfere with the formation of desired types of educational communities. Focuses on e-mail, listservs and newsgroups, electronic publication, and the World Wide Web, and discusses issues of equity.…

Technology education in teacher preparation should challenge preservice students to build new understandings beyond the technical about the relationship of technology in schools to society and the connection of that relationship to democratic life. The paper examines the perspectives of student teachers in a one-year program that infuses…

Examines the view that computer technology is a tool that will, in and of itself, improve education and ultimately ameliorate social ills, arguing that it is important to think of how social relations are encoded in technologies and technologies encoded in social relations and how the two are mutually constituted. (SM)

Discusses a two-year participant observation study of a kindergarten class. The study sees the rituals of schooling (e.g., the children's entry into the classroom each morning) as rites of passage through which morality can be conceptualized as an everyday part of schooling and a part of schooling educators actively shape. (SM)

This paper discusses teacher unionism's potential as a vehicle for democratizing education, examining Margaret Haley's 1904 speech on why teachers should organize, noting her role in setting this agenda, and exploring her contribution to the definition of a collaborative role for organized labor and schools in democratizing American society. (SM)

This position paper generates consensus regarding the contribution of the social foundations of education (SFE) to effective teaching. The paper distinguishes the meanings of SFE from those of foundations of education, states the contributions of SFE instruction in teacher education programs, and proposes relevant content and processes of study.…

This response to Tozer's position paper agrees that the social foundations of education (SFE) is distinct from foundations of education. The paper describes the development of SFE, explaining that the prime task of foundations is to prepare teachers to promote values that define contemporary American values. (SM)

This response to Tozer's position paper on the social foundations of education endorses the spirit of Tozer's proposals but not their formulation or rationale. The paper argues for the pursuit of multiple educational strategies grounded in cultural and social foundations of education and directed toward various levels of the policy environment.…

Comments on Tozer's position paper on the social foundations of education, offering further historical background that provides a relevant context for Tozer's statement, current realities that make such ongoing dialog important, and future possibilities, alternatives, and cautions for effective action on behalf of the social foundations of…

Reviews Tozer's position paper on the social foundations of education (SFE), examining how accepting the qualifier "social" could affect the discipline. The paper discusses SFE's journey toward self-definition, clarification of SFE's multiple meanings, SFE's distinctive contribution to teacher education, and proposed content and process study to…

Supports Tozer's general themes in defining the social foundations of education (SFE) but raises questions about limitations in his analysis. After presenting a historical and contemporary basis for a definition of SFE, the article offers a revised definition of SFE and presents three purposes of the study of SFE. (SM)