Despite the very extensive literature on dropout from higher education, much remains unknown about the nature of the dropout process. In large measure, the failure of past research to delineate more clearly the multiple characteristics of dropout can be traced to two major shortcomings; namely, inadequate attention given to questions of definition and to the development of theoretical models that seek to explain, not simply to describe, the processes that bring individuals to leave institutions of higher education.

https://www.jstor.org/stable/pdfplus/1170024.pdf

Dropout from Higher Education: A Theoretical Synthesis of Recent Research

In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative “site.” Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.

https://www.jstor.org/stable/pdfplus/1163320.pdf

Toward a Theory of Culturally Relevant Pedagogy

Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

We examine how social capital dimensions of networks affect the transfer of knowledge between network members. We distinguish among three common network types: intracorporate networks, strategic alliances, and industrial districts. Using a social capital framework, we identify structural, cognitive, and relational dimensions for the three network types. We then link these social capital dimensions to the conditions that facilitate knowledge transfer. In doing so, we propose a set of conditions that promote knowledge transfer for the different network types.

Social Capital, Networks, and Knowledge Transfer

This paper presents a dynamic, firm-level study of the role of network resources in determining alliance formation. Such resources inhere not so much within the firm but reside in the interfirm networks in which firms are placed. Data from extensive fieldwork show that by influencing the extent to which firms have access to information about potential partners, such resources are an important catalyst for new alliances, especially because alliances entail considerable hazards. This study also assesses the importance of firms’ capabilities with alliance formation and material resources as determinants of their alliance decisions. I test this dynamic framework and its hypotheses about the role of time-varying network resources and firm capabilities with comprehensive longitudinal multi-industry data on the formation of strategic alliances by a panel of firms between 1970 and 1989. The results confirm field observations that accumulated network resources arising from firm participation in the network of accumulated prior alliances are influential in firms’ decisions to enter into new alliances. This study highlights the importance of network resources that firms derive from their embeddedness in networks for explaining their strategic behavior. Copyright © 1999 John Wiley & Sons, Ltd.

Network location and learning: the influence of network resources and firm capabilities on alliance formation

"The intellectual," Vaclav Havel has written, "should constantly disturb, should bear witness to the misery of the world, should be provocative by being independent, should rebel against all hidden and open pressure and manipulations, should be the chief doubter of systems, of power and its incantations, should be a witness to their mendacity."1 In this wonderfully eloquent passage, composed in 1986 when Czechoslovakia's Communist regime still had the capacity to make life hellish for those who dared to oppose it, Havel provides a particularly vivid expression of the perspective that has dominated most thinking and writing about intellectuals: that they are "disturbers of the peace" whose ultimate responsibility is to tell the truth, even (and perhaps especially) if it arouses the ire of the established authorities. In so arguing, Havel joins a long tradition of discourse about intellectuals, beginning with Zola and extending through Benda and Orwell to Kolakowski and many others, that insists the proper function of intellect is, in the memorable words of Ignazio Silone, "the humble and courageous service of truth."2 That this viewpoint, which we shall call here the "moralist" tradition, retains vitality today is illustrated by no less a figure then Edward Said, who in delivering the prestigious Reith Lectures for the BBC in 1993, repeatedly emphasized that the tasks of the contemporary intellectual is "to speak the truth to power."3

Towards a theory of intellectuals and politics

Developments in American community colleges since 1972 combine to demonstrate that these institutions must renew their commitment to the community college's historic link with four-year colleges.

Community colleges and social stratification in the 1980s

https://www.jstor.org/stable/pdfplus/657163.pdf

Jerome Karabel

Papers

Towards a theory of intellectuals and politics

Community colleges and social stratification in the 1980s

Status-group struggle, organizational interests, and the limits of

Status-group struggle, organizational interests, and the limits of institutional autonomy

The new sociology of education