In this article I present a discussion about the purpose of education of, for and with black, working class, young women within an inner-London, twenty-first century college, and explore the complex and imperfect ways that educational purpose translates into educational practice. I discuss the respective value of two contrasting discourses of…

The position adopted in this paper is inspired by Edgar Morin's paradigm of complexity and his critique of scientific and philosophical forms of reductionism. This paper is based on research focusing on the diversity of conceptions of critique developed in academic discourses. It aims to challenge the fragmentation and the reduction framing the…

Discusses the mutually opposed stances towards learning represented by early formulations of deconstruction and of hermeneutics. Identifies shifts in later formulations of both which provides a more inclusive context for understanding learning as a human undertaking, including the identification of tensions that are more promising than the…

Argues for a Foucauldean position on the self to extend critical theory. Discusses several philosophical accounts of the self, including the work of such philosophers as Descartes, Hume, Locke, Rousseau, Schopenhauer, Wittgenstein, and Nietzsche. Concludes that Foucault's philosophy provides a powerful critical conception of the self for critical…

Argues that there is not a field (as a totality) of educational administration; rather there are many fields. Suggests abandoning privilege based on scientific sanctuary, and instead examining leadership issues subjectively and within context. (Contains 100 references.) (NB)

Argues that the work of Jurgen Habermas offers a means of blending modern and postmodern elements in the field of educational administration. Discusses Habermas' guiding principles, which include: (1) consensus can always be challenged; (2) power must be equalized among those communicating; and (3) the only force that should prevail is that of a…

Argues against employing systems of surveillance in school accountability. Presents Michel Foucault's theories of ethics as a means of moving beyond the constraining, uninspiring notions of managerial competency now in effect. (Contains 37 references.) (AUTH/NB)

Suggests that a grand reflection on the paradigms of reality and the predicaments of life is needed in order to deal with the current discontent of humanity. Asserts that people must act on the world and reconstruct it to make it moral, just, and humane. Offers an agenda for educational leaders to help meet the needs of their communities.…