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Terry J. Peavler - Structures of Power: Essays on Twentieth-Century Spanish-American Fiction

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    Structures of Power: Essays on Twentieth-Century Spanish-American Fiction
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Explores the many faces of power as revealed in twentieth-century Spanish-American fiction. The many faces of power-political, personal, authorial-as revealed in literature are explored in these essays by specialists on modern Spanish-American narrative. Contributors include Jose Carlos Gonzalez Boixo, Sara Castro-Klaren, Rosalia Cornejo-Parriego, Rosemary Geisdorfer Feal, David William Foster, Todd Garth, Sharon Magnarelli, Terry J. Peavler and Peter Standish. They discuss works by Guillermo Cabrera Infante, Julio Cortazar, Jose Donoso, Gabriel Garcia Marquez, Alejandra Pizarnik, Juan Rulfo, Macedonio Fernandez, Augusto Roa Bastos, Luisa Valenzuela, and Mario Vargas Llosa. By thoroughly analyzing the literature chosen, the authors go beyond questions of politically committed writing to include such issues as the dominance of one sex, one belief system, and one individual over another. Because they reveal just how complex and diverse issues of power in literature can be, they significantly broaden an already lively debate. What brings them together here is their shared passion for the subject, their keenness of thought, and their possession of what may be the greatest power of all, that of persuasion.

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title Parent-school Collaboration Feminist Organizational Structures and - photo 1

title:Parent-school Collaboration : Feminist Organizational Structures and School Leadership SUNY Series, Social Context of Education
author:Henry, Mary E.
publisher:State University of New York Press
isbn10 | asin:0791428567
print isbn13:9780791428566
ebook isbn13:9780585043005
language:English
subjectHome and school--United States, Feminism and education--United States, School management and organization--United States.
publication date:1996
lcc:LC225.3.H468 1996eb
ddc:370.19/312
subject:Home and school--United States, Feminism and education--United States, School management and organization--United States.
Page i
Parent-School Collaboration
Page ii
SUNY Series, The Social Context of Education
Christine E. Sleeter, editor
Page iii
Parent-School Collaboration
Feminist Organizational Structures and School Leadership
Mary E. Henry
STATE UNIVERSITY OF NEW YORK PRESS
Page iv
Published by
State University of New York Press, Albany
1996 State University of New York
All rights reserved
Printed in the United States of America
No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher.
For information, address State University of New York Press, State University Plaza, Albany, N.Y. 12246
Production by Christine Lynch
Marketing by Fran Keneston
Library of Congress Cataloging-in-Publication Data
Henry, Mary E.
Parent-school collaboration: feminist organizational structures
and school leadership / Mary E. Henry.
p. cm. (SUNY series, the social context of education)
Includes bibliographical references and indexes.
ISBN 0-7914-2855-9 (alk. paper). ISBN 0-7914-2856-7 (pbk.:
alk. paper)
1. Home and schoolUnited States. 2. Feminism and education
United States. 3. School management and organizationUnited
States. I. Title. II. Series: SUNY series, social context of
education.
LC225.3.H468 1996Picture 2Picture 3Picture 4Picture 5Picture 695-8928
370.19'312dc20Picture 7Picture 8Picture 9Picture 10Picture 11CIP
10 9 8 7 6 5 4 3 2 1
Page v
To my dear mother and father,
Kath and Walter Gardiner
Page vii
Contents
Foreword
Christine E. Sleeter
ix
Acknowledgments
xiii
1. The Social Context of Parent-School Relations
1
2. Doing Fieldwork
25
3. Consorting with the Enemy
43
4. Schools as Competitive Bureaucracies
65
5. The Cultures of Schools and Homes
85
6. An Ethic of CareCelebrating Diversity
107
7. Collaboration and Community-Building
131
8. A Focus on Teaching and Learning
153
9. Parent-School Collaboration
177
Appendix
195
References
199
Index
221

Page ix
Foreword
Last year a friend asked me to accompany her to a parent-teacher conference about her son's schoolwork. An African American woman, she had recently graduated from the university. We had become acquainted in several contexts, one of which was an African American history course I audited during a sabbatical. There I met her primary-grade son. She brought him to class one night; he seemed fascinated by college, and sat transfixed in the front row all evening. He had been an early reader; his mother reads voraciously, and had nurtured him on books all his life.
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