Those who teach literacy usually accept the idea that reading, writing, and study strategies are developmental. Youngsters develop their literacy from birth on, and, to some teachers, dividing literacy education into steadfast designations such as early childhood, elementary, middle, secondary, and college learning (which may have pragmatic value)…

Attempts to synthesize a view of community leadership arising from community relationships with an interactional or field theory perspective. Suggests a change in focus from what leaders do to the quality of relationships between leaders and followers, requiring a different kind of leadership development. (SK)

Two major concerns of American life are searching for community and determining the extent to which the citizenry of a community ought to be involved in the decision-making process. While they may disagree on how much citizen participation is desirable, almost every scholar of urban life believes that citizen participation is a good and viable…

Politics and political action will remain the fundamental business of community education in terms of working with people toward the development of collaboration and interdependence. (Author/MLF)

The conventional leader-follower concept implies that some are leaders and others are not. Leadership involves anyone and everyone who takes steps to move a community. Too many problems cannot be solved without an engaged community. (SK)

Mobilization of citizen participation in grassroots organizations can be adversely affected when grassroots leaders perceive a lack of support. Periodic organizational diagnosis can lead to more equitable division of responsibilities and recruitment of more leaders and skilled participants. (SK)

In the 1996 and 1997 Massachusetts legislative sessions, several of Boston's key business leaders became active child advocates in alliance with more traditional advocates and other civic leaders, convincing public policymakers to create and fund several initiatives benefiting children. This working paper presents reflections on successful…

Education should lead to responsibility, and those who are allowed to enter universities must be encouraged to see themselves as learning to serve their fellow men rather than to lead them. A humanitarian approach to education is essential to this end. (MSE)

Offers suggestions for superintendents to follow to involve community leaders, enlist professional assistance, keep the public informed, and work through established school-based groups in seeking successful passage of a bond issue. (Author/WD)

Describes three trends--downsizing, reduction of government funding, and shift of decision making from federal to state and state to local agencies. Suggests that community response to these trends requires leadership, a role for adult educators. (SK)

Effective communities are well-educated about themselves, have a better understanding of public information, talk through public issues to generate shared knowledge, appreciate the difference between public opinion and public judgment, and believe in public leadership as the key to using public power to solve community problems. (SK)

Community change requires a mindshift toward developing personal leadership skills and collaborative holistic organizational design. Examples from Asheville, North Carolina, illustrate that communities are a web of influence and interdependence in which collaboration requires transcending old ways of doing things. (SK)

The effectiveness of the community board in the mental health system specifically and in human service systems generally depends, to a large extent, on how the board's role and scope are defined and how its organizational structure and staffing procedures are developed. The development of community boards should be based upon the premises that (1)…

Three seminars examined strategies and tactics for community mobilization in Latin America. The sessions--which were held in Bogota, Columbia; Quito, Ecuador; and Recife, Brazil--involved a total of 75 participants from 27 organizations. Addressed during the seminars were development, leadership, mobilization, and learning in the context of…

Clarifies the Navajo Tribal Council's policy on Navajo control of education. Asserts that education of this tribe's children has been disastrous and discusses priorities for strengthening it. Emphasizes the necessary involvement of family, community, and tribal government in structuring Navajo education and determining its goals. (KH)