This first in a series of essays on electric writing focuses on communication efforts of the preceding oral, written, and print cultures. Topics discussed include face-to-face versus distant communication; political power; correlations between social structure and access to information; information accumulation; costs; authorship; and the content…

Argues that the power arrangements existing in schools before integration were the same as those existing after integration, with only the pathways of articulation different. One modality supporting segregation was replaced with another; both were supported by the discursive practice of grouping students by native intelligence. (SLD)

Compares and contrasts the recent years of ethnic conflict in Somali and Fiji. The widely divergent reactions of both populations dispels the belief that ethnic pluralism is both a necessary and sufficient condition for violent conflict in a society. Provides succinct portraits of both societies and their cultures. (MJP)

As integration was enacted under federal mandate in Georgia in 1969, a number of parallel curricular changes were made. This paper examines those changes and the accompanying discursive practices that were produced in the context of school integration. Using a postmodern conception of power and the tactics of power based on the writing of Michel…

Maintains that people have multiple identities and discusses how these differential identities were realigned in Latvia during and after the collapse of the Soviet Union. Survey data suggests current ethnopolitical identity incorporates multiple dimensions and a strong contextual component. Includes graphs and tables of statistical data. (MJP)

Identifies and defines four models of internal ethnic conflict and discusses those conflicts within various African nations. The corresponding models and countries include Integration Model: Botswana and Somalia; Managed Diversity Model: Ghana, Cote d'Ivorie, Kenya, and Nigeria; Ambivalent Accommodation Model: Ethiopia and Djibouti; and Acute…

Asserts that, from a school administration point of view, empowerment through faculty cooperation and participation in work-related issues is quite different from actual control of the workplace. Discusses issues related to power, control, and authority in education, particularly in arts education. (CFR)