Power and Gender in the “New View” Public Schools

Datos Bibliográficos

ID6329909
AutoresC Cryss Brunner, Paul Schumaker (University of Kansas)
Año1998
Volumen26
Número1
Páginas30-45
Fecha de publicación1998-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaPolicy Studies Journal (JOURNAL)
Identificadores de la revistaISSN: 0190-292X • E-ISSN: 1541-0072
EditorialWiley (PUBLISHER • GB)
DOI10.1111/j.1541-0072.1998.tb01923.x
OpenAlexW2134231254
IdiomaEN
Citas recibidas6
Referencias citadas9

Power over” (involving social control and domination) is contrasted with “power to” (involving social production and collaboration). Three hypotheses drawn from feminist, democratic. and regime theories are developed and supported by ethnographic research: (a) women are more likely than men to understand power as social production, (b) social fragmentation and stronger forms of democracy in cities are encouraging the use of collaborative power, and (c) the application of collaborative power helps communities achieve policy goals

Physics · Political science · Power (physics · Sociology · Gender Diversity and Inequality · Gender Politics and Representation · Public Administration · Public Policy and Administration Research