Challenging prevalent views of teachers as technicians, bureaucratic agents, and deskilled intellectuals, the article recommends restructuring teachers' roles by considering them public intellectuals, exploring pedagogical and curricular transformations and changes in workplace conditions that might empower individual teachers and emancipate…

The authors argue that many of the recently recommended public-school reforms either sidestep or abandon the principles underlying education for a democratic citizenry developed by John Dewey and others. The authors outline a teacher education curriculum that links the critical study of power, language, culture, and history to the practice of a…

Argues that the issue of curriculum and educational leadership must be redefined, in part, as a crisis of purpose and citizenship. There is a need to strengthen the relationships between learning and empowerment and between democracy and schooling. (five references) (MLF)