Confrontation of socialism and capitalism in the political socialization of today's Soviet and American youth. (SE)

Discusses issues surrounding the support of local arts councils. Uses an example of federal policy and one of California State policy to illustrate the magnitude of official opposition to reforming cultural policy in the United States. (MK)

Social movements are defined, the extent to which special education fits common definitions of social movements is assessed, and the life cycle of social movements is examined with particular focus on implications for special education. (Author)

Considers that the responsibilities of teachers of technical communication should be redefined to take into account the social nature of the field. Suggests three levels of responsibility: at the theoretical level, at the pedagogical level, and at the level of social action. Offers suggestions for helping students locate or develop alternative…

Describes how one professor at California State University Monterey Bay teaches students to break silences, to "witness their lives," to be engaged and responsible community members, and to bring together craft and critical inquiry. Focuses on the vision for and founding of the school's Creative Writing and Social Action Program,…

Argues that welfare reform policies colonize poor mothers. Using ethnographic data of a welfare-to-work educational program, analyzes how colonizing public and governmental discourses about welfare mothers infiltrate the program's educational policy and everyday practices. Asserts that welfare-to-work neither fully colonizes nor fully educates,…

Describes how the multiple literacies students learn in remedial projects prepared them to read, to learn and to use their knowledge for social transformation. Recognizes the difference between educating people to read and act upon the world and training them to pass a test. Discusses ways in which the author applies teaching strategies to address…

The growing respect for practice is not incompatible with theory. Reflective practice and participatory research stress the importance of linking theory with practice within concrete forms of everyday action. (SK)

Reform-minded social scientists often assume that increased social scientific knowledge leads inevitably to advances in understanding and amelioration of difficult social problems. Asserts that, although important social problems do raise empirical questions, at their core these problems are nonempirical. Solutions must be based on political…

Outlines a theory of collective learning based on Vygotsky's Zone of Proximal Development and on New Social Movements theory. Argues that it is more appropriate than individual learning theories as it describes the relationship between individual and group development and it addresses social justice. (SK)

Argues that a psychological perspective on transformative learning is narrow and distorting. Articulates a sociological perspective, discusses social constructions of reality, defines civil society within Gramsci's formulation, and proposes ways to analyze the transformative process within the new social movements. (Author/SK)

Applies a conceptualization of democracy (equal participation, horizontal relations, deliberative knowledge that informs viewpoints, recognition of diversity, internal democratic decision making, action to form society) to Swedish study circles. Concludes that study circles are only partly successful: they foster participation but their power to…

This article accentuates the human experiences at the heart of social justice work in counseling. The history, counselor attributes, skills, costs, pitfalls, rewards, and ethical issues associated with advocacy counseling are highlighted. Article concludes with a discussion of the personal moral imperatives that inspire social activism and the…

As a teacher of fourth and fifth grade students, this author wanted to teach her students to assume the responsibility of civic activism for the public good, but found that students at this age do not always understand that they can make important civic contributions or that one child can make a difference. To illustrate these concepts and…

This commentary highlights the innovative inclusion of social action groups in the 2001 Houston Conference and expands on their significance to the conference and the field. If the 2001 Houston Conference has correctly forecast a (re)establishment of social action as a mainstay of counseling psychology, then an in-depth exploration of how we train…