Institutional and cultural political resistance: Necessary conditions for the transformative intellectual

This naturalistic case study of a group of eighth grade middle school teachers depicts them asresistant in two areas: institutional politics and cultural politics. These resistances are first described and then analyzed. Resistance is then connected to what counts as the transformative intellectual. The conclusion suggests that both types of resistances may lead to a teacher commitment in acting to counter ideological barriers. Counterhegemonic possibilities, then, becomes a real potentiality.     

The politics of similarity within difference: A pedagogy for the other

The cultural political struggles of five female teachers in a heavily populated minority urban school in Southern California depicts bothsimilarity anddifference. Similarly, each teacher struggles to help overcome her own and students' oppression, subordination, and alienation. Through understandingsimilarity, different teacher and student voices make understanding the other easier. It is argued that understanding similarity within difference opens space for a democratic imaginary, that, while not clearly articulated at any one moment, acts to variously challenge the oppressive forces existing within and outside of schools.     

A goal-mediational model of personal and environmental influences on tertiary students' learning strategy use

Conclusion The significance of this study is reflected in the interdependence of the variables involved as shown by the emergence of total and indirect effects. Elsewhere, the importance of obtaining ecological maps of classroms to provide a macro level understanding of what is happening has been stressed (Clarke and Dart, 1991b). This study has illustrated how the LISREL procedure provides the facility to obtain an insight into the complex of inter-relationships that exist in ecological maps.The study provides reasonable support for the revised structural model. It also indicates ways in which lecturers may intervene in the classroom to increase the likelihood that students will use learning strategies associated with a deep approach to learning.