S e n d r e q u e s t s f o r p e r m i s s i o n t o r e p r i n t t o : R i g h t s a n d P e r m i s s i o n s , U n i v e r s i t y o f C a l i f o r n i a P r e s s , J o u r n a l s D i v i s i o n , 2 0 0 0 C e n t e r S t . , S t e . 3 0 3 , B e r k e l e y , C A 9 4 7 0 4 -1 2 2 3 .

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Feminists have re-visioned women as active subjects in knowledge by granting them agency and diversity and by challenging divisions like public versus private. But both feminist and traditional knowledge remain deeply adult centered. Adult perspectives infuse three contemporary images of children: as threats to adult society, as victims of adults, and as learners of adult culture (“socialization”). We can bring children more fully into knowledge by clarifying ideological constructions, with attention to the diversity of children's actual lives and circumstances; by emphasizing children's agency as well as their subordination; and by challenging their conceptual privatization. The re-visioning of children involves complex issues of gender, generation, autonomy, and relatedness.

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125] interests and interest groups; and that they in this sense create political alignments and political power. In Brill's work, the limiting conditions of this argument are suggested. Brill points out (although his concern is not with the symbolic conception argument), that the conditions under which organizing (the development of political power) fails are (a) when leaders fail to do the hard, disciplined political work of contacting, rallying, and making cohesive a political group; (b) when the potential audience to which the group employing the symbols by which they hope to rise to power is apathetic, alienated, and virtually resourceless; (c) when the ideological position of the leadership isolates them from political compromise and alliances (the leaders of the strike were ideological purists of the Malcolm X/Stokley Carmichael vintage); (d) when leaders fail to

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