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This paper will investigate the state's utilisation of higher education policy as 'compensatory legitimation' within the Cypriot context in the late 1980s. It argues that not only the establishment of the University of Cyprus in 1989 - after thirty years of strong nationalist opposition during the British colonial administration and another thirty years of state hesitation and postponement during political independence - but also the character of the established University (state-based and linked to the international community of scholarship) can be explained mainly as the result of the state's decision to utilise higher education in order to make up for its serious deficit in legitimacy. It also maintains that the state used the policy strategy of expertise and to a lesser extent the policy strategy of participation in order to legitimate the process that determined the character of both the University and the knowledge that it was expected to produce. ; peer-reviewed

Political methodology -- The critical citizen -- The individual, society and the problem of authority -- The institutional structure of education -- The interactional structure of education -- Federated disestablishment of education and state -- Internally democratic schooling.

This qualitative study examined the effects of a high-stakes, standardized test on teachers' instructional planning at a rural school. The research addressed this question: How do mandated curricular standards affect teachers' instructional planning and content selection? Ethnographic interviews (Creswell, 1998) examined four secondary teachers' perceptions of the effects of high-stakes standardized tests on their work. Case study methodology (Yin, 1994) guided the analysis of the data. Each participant had several years' experience teaching at Mollusk Island School, and each teacher had previously included place-based lessons (e.g. environmental studies, cultural history) in his/her repertoire. Ultimately, the study explored how a community maintenance function of small rural schools might be affected by state legislation for standardized accountability.

In an effort to identify strategies for strengthening the relationship between state government and public higher education, the American Association of State Colleges and Universities (AASCU) has appointed a Task Force on Making Public Higher Education a State Priority. Comprised of leaders with extensive higher education experience at the campus and state level, as well as in elected office, the task force has sought to: explore the political context within which higher education operates; recommend strategies for establishing a new compact between states and their public colleges and universities; and identify strategies for advancing higher education as a state investment priority. The task force recommends that leaders from state government and public higher education create a new compact built on a foundation of mutual understanding, trust and accountability. With these principles in place, state and campus leaders must craft a shared public agenda that meets state needs, broadens college access, makes college more affordable, improves student outcomes and ensures academic quality. ; American Association of State Colleges and Universities

Dedication -- Acknowledgments -- Contents -- Chapter 1: Introduction -- A Glimpse into the World of Itorero -- Ethnographic Spaces -- Paths of Inquiry -- Contemporary Research on Rwanda -- Leta: The Rwandan State -- Intore: The Model Rwandan Citizen -- Toward an Anthropology of Authoritarianism? -- Authoritarian Modes of Government as Modern-­Day Governmentality -- Rationalities and Technologies: Tracing the Liberal in the Authoritarian -- Experiences of Exposure -- Looking Beyond the Self and the State -- Chapter Outline -- References