Provides an overview of an antiracist education teacher study (with an emphasis on the Midwestern region) and examines the ability of teachers to survive, thrive, and make a difference by participating in antiracist education programs. Interviews with participants highlight the program's impact and successful implementation. (GR)

Describes a three-step process of description, interpretation, and evaluation intended to empower students in visual communication classes to examine and critique their work in a self-directed way. Offers a framework for directing the discussion of student work through directed questioning. (SR)

A study tested the efficacy of a multicomponent parent training curriculum with caregivers of children receiving mental health services (n=250). The parent group intervention was found to affect significantly two factors critical to increasing caregiver empowerment, knowledge of the mental health services system, and mental health services…

Presents a theoretical framework for conceptualizing how supervisors may use their interactional power to assist women-in-training to assume power. Claims that empowering women requires attending to women's need for connection in interactions. Describes an interactional model for encouraging connected power in supervision. (RJM)

Evaluated classrooms within four Accelerated Schools Project (ASP) schools, operationalizing the ASP principles, values, and concepts of a "powerful learning environment" (PLE), examining how similarly PLE was implemented in different classrooms and schools, and analyzing the relation between degree of implementation and differences in…

Presents three Hispanic students' experiences with the writing center. Suggests that the writing center centers students by helping them find a voice in the academy and by empowering them in ways that traditional institutional authority does not. Lists four ways in which the writing center can help Hispanic students. (SG)

Presents the idea that learning through active resistance makes the information that students discover more valuable to them. Provides examples from classroom experiences. (EV)

Unlike stimulus-response models based on external controls, the Educational Responsibility program thriving in many New York State schools is designed to strengthen student empowerment and responsibility. Teachers learn to create needs-fulfilling classrooms, using strategies such as building team involvement, offering choices, increasing value for…

Analysis of semistructured interviews with 10 parents concerning their views on physical punishment found parental confusion and contradiction. Four categories of justification for physical punishment were identified: pedagogic (educational), cathartic (need relief), individualistic (power assertion), and cyclical (reproduction). The utility of…

Investigates the effects of a 10-week, educational experiential group intervention designed to address issues pertinent to adult lesbians, including lesbian identity development, homophobia and heterosexism, religious concerns, career concerns, family issues, sexism and racism, and assertiveness skills. The intervention yielded gains in ego…

Describes the everyday micropolitical facilitative strategies and personal characteristics of exemplary principals who have influenced and enhanced teachers' sense of empowerment. Data were drawn from a qualitative study that interviewed 275 teachers in 11 schools affiliated with C.D. Glickman's League of Professional Schools in Georgia.…

The 1967 "Joint Statement on Rights and Freedoms of Students" articulated a set of principles that seemed revolutionary to educators who expected higher education to continue its previous course in which students were merely passive recipients of education. This article provides a chronology of the development of the Joint Statement. (KW)

This article recounts the historical discrimination against children with mental retardation and the extraordinary efforts made by parents of children with disabilities to speak out against the tide that dehumanized their children. The growth of national, state, and local Arcs and parent advocacy efforts are discussed. (Contains 5 references.) (CR)

Proposes that general education curricula often have difficulty remaining faithful to goals of student empowerment. Provides case study of first year composition (FYC). Suggests that a strong commitment to reflection and revision of programs will create curricula that are more questioning and less comfortable with their own assumptions. Proposes…

Three practice-based articles highlight common experiences and challenges in dealing with the impact of globalization: "Maori Volunteers: Finding a Voice for the Voiceless" (Te Momo); "Empowering Women through Income-generating Projects: Evidence from Indonesia" (Prihantinah, Marinova, Stocker); and "Empowering Kenyan…