The nine essays of this anthology attempt to apply some ideas of the French philosopher/historian Michel Foucault (1926-84) to past and present school practice. However, to follow Foucault's lead is to risk embracing a state of perpetual uncertainty about the fabrication of knowledge and power. (SLD)

Discusses the lack of academic legitimacy enjoyed by mass media research in Europe, in particular. Attributes the problem in part to the specialism of the discipline and to the normative dimension of European research. (SR)

Examines incomplete sentence quotations (ISQs) to determine (1) patterns of usage in parts of speech that are quoted; (2) patterns of usage in how ISQs are incorporated into text; (3) differences in ISQ usage in four disciplinary areas; and (4) differences in ISQ usage in scholarly books versus journals. (Contains six references.) (LRW)

Describes the new graduate English program at the University of New York, Albany, and its aims. Explains that the program is composed of seven independent areas of study: writing in history; writing theory and practice; rhetoric and composition; critical theory and practice; teaching theory and practice; language and language theory; and literary…

Numerous suggestions are offered to teachers (especially secondary teachers of specific disciplines) to integrate thinking skills instruction with their subject matter. The ideas for teaching creative, evaluative, and predictive thinking in history, literature, math, and French are designed to develop independently thinking students without…

Technology education presents difficulties because its legitimization is socially determined and social understanding of "valid" knowledge does not include it. The field could continue attempts to become socially valued; seek acceptance through association with valued disciplines; or abandon either route and concentrate on improvement of its own…

Studied a cohort (originally 44) of students who entered a British university to study women's studies in 1994. The strong emphases on the salience of the students' choice and the experiential importance of identity as a concept were striking. Theoretical difficulties in theorizing identity are explored. (SLD)

Assesses the typical number of core courses departments have, the most commonly used ones, and, in a general way, their contents. Provides data on department names and undergraduate program areas for a picture of the communication disciplines in the 1990s. (RS)

Examines 288 interpersonal-research articles published during the past 25 years in this journal. Develops a 17-part categorization system to account for each of the articles. Places the categories in relationship with one another to create a model of interpersonal communication consisting of seven components: culture, internal states,…

Notes that the history of the communication field has been marked by theoretical fragmentation, identity crises, and disciplinary isolation. Assesses this journal's contribution to synthesis scholarship and compares it to similar efforts in other national journals. Examines how new communication technologies are intensifying the need for scholars…

Speculates about one possible future where language and social interaction hijacks much of the action that would have been considered the province of cognitive psychology, respecifying and reorienting it as it does so. In this, language and social interaction becomes a fundamental discipline in the social sciences. (Author/VWL)

Offers a first-hand account of a 13-year summer rhetoric seminar, an educational endeavor that contributed to the development and dissemination of rhetoric and composition as an academic field. Narrates the initiation and changing emphases of the seminar, movements that paralleled changes in the field of rhetoric and composition. (RS)

The rhetoric and educational policies on the use of history for citizenship education in England are reviewed for the period from 1880 to 1990. The rhetoric about the contribution of history to citizenship education has been strong and consistent, challenged only by the discipline itself in recent years. (SLD)

Explores historical trends in multicultural education related to its definition as a subject discipline. Discusses conceptual elements, common core, and discipline boundaries. As a reform movement, multicultural education demands a transformation of schooling that affirms cultural diversity, supports human dignity, and fosters academic…

Examines ethical codes within evaluation and related disciplines and processions and discusses implications for content, dissemination, and compliance. An immediate issue is expanding the dialog that the American Evaluation Association document "Guiding Principles for Evaluators" was intended to create. (Author/SLD)