If you're serious about providing a level playing field for all, it is time to do more than identify and lament the reasons for educational disparities and why they persist. John Robert Browne II shows how Culturally Courageous Leadership by all school community stakeholders can help you achieve equitable learning opportunities and outcomes for…

This article provides a cross-national perspective on successful school principalship in three countries derived from an analysis of case studies in the International Successful School Principalship Project (ISSPP). The ISSPP aims to investigate the characteristics, processes and effects of successful school leadership across eight countries (i.e.…

This book argues that rather than pursuing a debate defined by controversy over who should be taught, what should be taught, and how it should be paid for, Americans must address education for what it is: the well-spring of democracy in the United States. Education must emphasize democracy as much as it does the pursuit of excellence. By doing…

During the past dozen years, the author has spent hundreds of hours discussing the relationship between education and democracy in seminars with groups of school- and university-based educators. Serving the public good in a democracy means serving the common weal, that of both the individual and the collective. The citizens of a democracy must…

Although Congress now recognizes education as central to America's economic standing, education should also be supported to sustain democracy. Scholar R. Freeman Butts argues that civic learning is education's "prime purpose." Administrators should work to instill commitment to the common good so that America continues to select rational, humane…

Maintains that the world is nearing the end of a great age of democratic revolutions. Asserts that civic or citizenship education is in danger of being sidetracked by the national educational reform movement. Argues that "CIVITAS," a civic education curriculum framework, provides a model for effective citizenship education. (CFR)

This article closes off a debate in this journal between the author and James D. Kaminsky concerning the latter's philosophical analysis of a "Freedom and Authority Memorandum" delivered to South Australian public schools in the early 1970s by then Director-General of Education, A. W. Jones. (TE)

Contends that E. D. Hirsch's book, "Cultural Literacy," is not a work of scholarship but one of dogma and persuasion. Discusses Hirsch's views in relation to democratic values, the national culture, and both public and private education. Concludes that Hirsch wants to retain public education to impose a conservative ideology. (CFR)

Asserts that Europe is moving closer to political unity and the Single European Act will promote the professional mobility of teachers. Discusses attempts to introduce innovative models of teacher education likely to lead to greater equality within the teaching profession. (CFR)

Describes examples drawn mostly from urban areas that required the building of coalitions between schools and communities to create a new, more democratic context for curriculum development. Cited are the nationwide Vocational Education Project, the Southern Coalition for Educational Equity, and the "Rethinking Schools" progressive newsletter in…

Discusses the potential impact that the America 2000 reform effort might have on social studies and citizenship education. Argues that the preoccupation of America 2000 and the business community is short-sighted. Calls for social studies educators to recommit themselves. (CF)

Discusses recent, Swedish, educational, restructuring trends that shift away from a view of education as a public good to view as a private good. Concludes that education should be a criterion of citizenship rights and necessary to shape the public good. (CFR)

Contends that human rights education, particularly in the United States, tends to emphasize civil and political rights. Argues the need to emphasize economic and social rights and the interdependency of human rights. Contends that moral education should open discussion and scholarship so that students will choose their values. (CFR)

Analyzes the results of sociological surveys conducted among thousands of students in higher education institutions in Russia and other republics of the former Soviet Union. Compares and contrasts student attitudes about such topics as economics, democratic values, ethnic groups, education, and students' perception of the future. (CFR)

Discusses Russian political and economic changes and the impact on public education. Questions whether the emphasis on teaching ideas and new instructional methods is better than the work experience programs under the Soviet educational system. Concludes that the nation must maintain the labor training of students within school programs. (CFR)