By Howell S. Baum

ISBN-10: 0791457591

ISBN-13: 9780791457597

ISBN-10: 0791457605

ISBN-13: 9780791457603

Provides an leading edge group method of academic development.

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First, it is necessary to collect information about conditions to ascertain whether they are problematic and, if so, how and for whom. Once a problem is defined, it is possible to consider what would be preferable—reasoning toward and about hypothetical futures to determine which might significantly improve people’s lives. After selecting one as a goal, it is necessary to identify strategies with some probability of enacting the desired conditions. Analysis of experience and deductions from social theory help inform the choice among hypothetical future actions.

People disagree about who has stakes and who should take part in acting. Issues of participation quickly move to questions of representation: if not everyone with interests should—or at least can—participate in deciding what to do, what are fair, reasonable principles for identifying representatives for them or their interests? Representation is related to the question of leadership: who may legitimately speak for others? Even among activists there is a division of labor, where a few give direction to and act for many.

We conclude with implications for the Southeast effort. SCHOOLS WITHOUT PARENTS Today the government sets standards for schooling, requires children’s attendance, and funds schools. Professional teachers, trained in accredited 29 30 Introduction programs, teach prescribed curricula to children organized in classrooms, by age, from kindergarten through grade twelve. Schools are organized into districts corresponding to geopolitical jurisdictions, so that some, particularly in or around central cities, are huge.

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Community Action for School Reform by Howell S. Baum

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