Critical pedagogies often prioritize critical thinking and social awareness at the expense of preparing urban youth for social action. Though sociopolitical efficacy is argued to bridge critical reflection and social action, this relationship is undetermined. We argue that critical reflection and sociopolitical efficacy are independent predictors…

A survey was conducted to examine the attitudes of school board members in Nebraska and Louisiana. It was found that in Nebraska school board members were more accepting of community involvement, while in Louisiana board members regard themselves and are regarded by the public as political actors. (AOS)

Discusses the nature and dynamics of conservatism in relation to the politics of education. Argues that, because the state has replaced society and the workplace as the locus of class struggle, implementation of conservative educational and fiscal policies face barriers created by popular resistance and failures within the New Right itself. (KH)

Second part of an article which appeared in the January 1972 issue of Urban Education," volume 6, number 4. (RJ)

Focuses on the change in political and social orientations experienced by teachers who voluntarily stress a participatory approach to social studies education, encouraging active student involvement in the community. (Author/SF)

In order to determine if -- assuming that the teacher's role as an authority figure is different in the open classroom than in the traditional classroom -- classroom arrangement affects students' attitudes toward governmental authority figures, a questionnaire was administered to public elementary school children from a suburban school in a large…

The political perspectives of teachers are examined in the context of interpersonal relationships in schools. Teachers develop a sensitivity to being controlled and manipulated by administrators, parents, and students. Teachers develop protectionistic political interactions to each other. Knowledge of the politics and culture of work permit more…

Uses New York City schools as a case study in the translation of national policy into local action during World War I. Examines how the Board of Education initiated the intertwined tasks of stimulating patriotism and promoting Americanization. Discusses how schools were used as channels of communication to all Americans. (JS)