The purpose of this article is to discuss feminist-program-planning issues, drawing from a critical ethnographic study of a Latin American feminist community-based organization. The research findings discuss the centrality of feminist identity to understanding and analyzing day-to-day program-planning process issues within a feminist community-based organization.
The authors of this paper take a critical approach within ethnographic narrative to explore issues of power, class and agency in their experiences as working class women in the academe. After first revealing their working class roots through personal narratives, they employ Clance's Impostor Phenomenon to explore and discuss their experiences as working-class women within the Scared Grove of the academe. Results seem to indicate a dichotomy between their working class values and the expectations of university academics. Results also reveal that men faculty are their current allies, indicating that, for these three working class women in the academe, class is more of an issue than gender. The researchers conclude that they are negotiating the impostor phenomenon while accepting their outsider status. Suggestions for further research are included.
Susan J. BrackenEducational partnership is complex and challenging, and a significant amount of literature is devoted to understanding the reasons some partnerships are successful and others-even with good people and good ideas-fail. In a review of the literature, Tett (2005) found that successful partnerships are clear about the purpose of their endeavor, and that members reach agreement about who is responsible for which aspects of the partnership. A good partnership recognizes that each member' s unique contributions reflect trust and commitment to clear communication. This is demonstrated by a "commitment to learning from each other and changing our own ideas as a result" (Tett, 2005, p. 6). In the opposite light, Tett, Crowther, and O'Hara (2003) argue that barriers to successful partnerships stem from differences in funding, perceived power, purpose, organization culture, ideology, processes, and communication styles. Further, they suggest that lack of flexibility, accommodation, or resources, or inability to deal with conflict, will potentially lead to failure.This chapter analyzes the role language, communication, and context play in a successful collaboration among several community colleges, a university, a government agency, and a number of communities. The examples in this case focus on the early phases or stages of partnership formation as discussed by Amey and Brown (2005). 41 4
This chapter examines ways that rural character or community can be defined and suggests that future rural adult education research should be framed to include more specific considerations of rural context.
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