It is very difficult to know who controls such educational agencies as the home, television, the churches, youth groups, and factories. Control of the schools shifts a little bit daily among such forces as social class, American business, the sexes, teachers, administrators, racial and ethnic groups, the citizenry, the courts, and the young. (JM)

The colonial nature of relationships between Aboriginal and non-Aboriginal people undermines effective adult education programs. A genuinely participatory mode of program development that enables Aboriginal communities to control their own education is essential. (SK)

The Pueblo Indians have developed creative and assertive techniques for interacting with tourists that help the Pueblo cope with the pressures of tourist contact, fortify their cultural boundaries, and exercise control over potentially uncomfortable situations. Secrecy and community regulations are examined in relation to host/guest dynamics and…

It is necessary to shift our concerns from establishing black independent schools that are relevant and temporary to developing institutions that will become excellent and permanent forces in the struggle for black liberation. (EH)

The governor of Oregon, addressing the American Association of Community College Trustees, recommends local election of trustees, local control and state financing of community colleges, student (but not faculty) representation on boards of trustees, open board meetings, financial aid for children of middle-income families, student tuition, and…

Examines, by means of interviews with school principals, some of the problems involved in decentralization of the New York City school system. (WM)

Four hundred thirty-seven juvenile cases that were heard in Kay County Courts during the years 1968-1972 were reviewed in order to study the issue, it is stated, of whether or not the Ponca Tribe of Indians in Oklahoma maintain community pride in terms of housing, health, and employment programs at the same time that Ponca youth are being labeled…

Public school systems in Chicago have seen relatively little movement toward school decentralization, despite turbulent periods of civil rights. Some explanations framed in theoretical perspectives for the apparent lag as compared with other cities are given. (Author/AM)

Control of mass communication information has become a matter of increasing concern in scholarly circles. The emphasis by UNESCO in recent years on national communication policies is related to this concern. One important justification offered for focusing attention on communication policies has been their impact on development efforts. Certain…

This publication consists of two separate but related parts, a handbook that discusses possible approaches to developing improved school-community collaboration and a resource directory that lists approximately 800 agencies and publications that may be helpful to educators and citizens who are contemplating some type of collaborative arrangement.…

This report reveals the results of studies made of three groups actively seeking community participation in school affairs in a city noted for its conservative school system. The study utilized participant observation supplemented by interviews and document analysis. Each group had only 15-30 active members and no broad base in the community. All…

The movement toward school decentralization in Chicago is best described as a strategy of incrementalism. It has proceeded along separate fronts--administrative decentralization, district and school advisory councils, and a special experimental district. This paper describes the extent to which these developments have progressed. It also seeks to…

To say that community control is democratic means that such control is consistent with the ideas of the democratic tradition. Even so, participation is hampered by the "natural" apathy of people. But the fact of apathy has too little research as to its causes to be well understood; perhaps, apathy is a rational response to a society which…

A framework for the development of adult education within the community development process is presented, based on a three-year project in England that experimented with a number of approaches. The network system suggested involves: (1) an organizational model for adult education provision in a community development setting which may be adopted…