This book asserts that efforts to reform schools, particularly urban schools, are events that engender a host of issues and conflicts that have been interpreted through the conceptual lens of community.

This timely book argues that the New Zealand educational reforms were the product of longstanding unresolved educational issues that came to a head during the profound economic and cultural crisis of the 1970s and early 1980s.

Interest by American educators in the Holocaust has increased exponentially during the second half of the twentieth century.