Suchergebnisse

An American border city -- A long black campaign for equality -- Opening the racial door slightly -- Desegregation by free choice -- Modest change -- Parents' protest against continuing segregation -- Growing integrationism and the murder of Martin Luther King, Jr. -- Federal intervention -- Federal officials, the school board, and parents negotiate -- The city's court victory

Front Matter -- Front Cover -- Half Title Page -- Title Page -- Copyright Page -- Dedication Page -- Table Of Contents -- PREFACE -- Contents -- The Question of Community -- Introduction -- The Baltimore Jewish Community, The Associated, and Strategic Planning -- Southeast Baltimore, the South East Community Organization, and Southeast Community Planning -- Community, Identity, and Planning -- Setting Community Boundaries -- Setting Jewish Community Boundaries: The Affiliated and the Unaffiliated -- Permeable Southeast Boundaries: Dumping, Loss, and the Decline of Ethnicity -- Establishing the Boundaries: Investing and Regenerating -- Defining Good Community Membership -- Defining the Jewish Community and Good Membership: The Orthodox and Non-Orthodox -- The Orthodox, the Non-Orthodox, and Strategic Planning: The Case of Jewish Education -- Consensus Decision Making -- Defining Good Membership in Southeast Baltimore: Good-Heartedness, Homeownership, and the Problem of Race -- Homeownership and Community Preservation -- Managing Resources -- Resources in the Jewish Community: The Wealthy and the Nonwealthy -- Setting Community Priorities -- Other People's Money: The Challenges of Implementation in Southeast -- Continuing the Community -- Continuing the Jewish Community: Older Generations and Younger Generations -- Continuing the Southeast Community: Old-Timers, Newcomers, and Schools -- Community, Organizations, Planning, and the City -- Community Identities -- Community Organizations Planning for Community -- Communities and the City -- Back Matter -- NOTES -- REFERENCES -- INDEX -- Back Cover.

Professional educators are increasingly the subject of criticism from citizens. Citizens are concerned that graduates seem unable to perform in work roles. Although this problem significantly reflects changes in the content of work, citizens hold teachers responsible because education has implicitly promised vocational success. The attack on professional educators is intensified by a general citizen attack on commoditized social services. The extent of service delivery structures has led citizens to force service policy into the public political arena. Professional educators have difficulty responding to these problems or challenges because in claiming professional status they disavowed any political interests or skills. The politicization of services suggests that professions will take a new form in the future.

School reformers have proposed various innovations to improve education, but school systems have adopted few proposals. Three perspectives offer different interpretations of this resistance. The rational perspective views educators as rejecting proposals because they are not based in solid knowledge. The social-political perspective holds that conflicting interests prevent consensus about directions for change and concerted action. A psychoanalytic perspective, introduced in this article, calls attention to the ways in which inadequacy of knowledge and conflicts of interest, compounded by the psychological structure of teaching, arouse anxiety for school system members and lead them to defend themselves by resisting outsiders, new ideas, and innovative practices. The article examines paranoid and obsessive-compulsive patterns in school systems' thinking, culture, and structure. These patterns lead systems to avoid relations with other entities and to constrain their own members from acting. Reforming schools and improving education depend on connecting schools to other social institutions to develop a realistic division of responsibility for children's education for adulthood.

Organization members decide to participate in research in reaction to a researcher's approach, on the basis of their conscious and unconscious assumptions about him. This article draws from the author's work to look at how people react to a researcher's request to study them A psychoanalytic perspective focuses on how members unconsciously engage in transference toward the researcher in deciding whether to participate. Many who make negative assumptions about him are involved in conflict, and they identify him with organizational authority that will punish disloyally. Many who make positive assumptions about the researcher believe that what they do is of potential value and identify him with themselves or someone who will care about and appreciate them.

This article examines the literature on mentoring from a psychoanalytic perspective. Two common contrasting experiences of mentoring, harmony between a protege and a perfect mentor, and sexuality and aggressive conflict between the protege and mentor, are typically successive stages in mentoring relationships. These stages resemble infantile narcissism and the Oedipus complex. In successful mentoring, these experiences are followed by the protege's internalization of the mentor's values and growing autonomy, as the protege moves from largely unconscious fantasies about the mentor toward increasingly realistic understanding of and action in the organization. A successful mentoring relationship apparently requires the protege to undergo a regression in the service of ego interests in career advancement. This "rebirth" entails returning to narcissism and working through an Oedipus-like relationship with the mentor before moving into a latency concern with work skills and developing an independent identity.

Modern service work in bureaucratic organizations requires possibilities for acting aggressively in intimate relationships without anxiety. This article describes a local planning agency where staff created a "family" to solve these problems. Staff members originally created family activities to structure intimacy under intense working conditions. Simultaneously, they negotiated room for these activities in the bureaucracy. Consciously and unconsciously, they designed the family so as to transform organizational authority into family relationships, as well as to exclude Oedipal and sibling conflicts that are normally part of families. The departmental family eventually foundered on a changing reality: increasing individual and racial competition over promotions, as well as the departure of the family "father." The case offers lessons for modern, bureaucratic service work.

Many planners simultaneously say that they should act more politically and powerfully and yet have ambivalence about doing so. To explore this puzzle, this article will provide a framework for thinking about the types of power that planners exercise. The article analyzes the peculiar nature of bureaucratic authority which tends to make power invisible and discourage organizational members from learning to act powerfully. Interview material from planners illustrates the ways in which organizational experiences of shame and self-doubt discourage planners from learning to act powerfully.