Robert Dreeben is one of the most widely read and influential sociologists of education of the past half-century and the author of several important books, one of which (the 1968 classic On What Is Learned in School) has recently been republished by Percheron Press.

In this volume inspired by Dreebens work and career, chapters written by Dreebens colleagues, students, and even one of his mentors present the latest academic research on schools and schooling and examine recent and ongoing school reform policies. The contributors address schooling and socialization, school organization and effects, teaching as an occupation, and other areas of sociology of education where Dreebens research has had a profound impact. A concluding chapter by Dreeben discusses the field of sociology of education as a whole.

The concepts in Stability and Change in American Education demonstrate the centrality of Dreebens work in sociology of education and the relevance of his ideas for understanding schools, teaching, and learning in the twenty-first century. The book will serve as a valuable resource for researchers and scholars seeking to understand the processes and problems of teaching and learning. Policymakers and reformers will also find it to be an indispensable aid since it documents some of the possibilities and successes of school reform, while also showing the challengeschallenges all too often unaddressed by overly simplistic reform policies.

Equality points to one of the critical dimensions along which the quality of democracy varies. 1 What is at stake is political equality, not equality in everything human beings have reason to value, nor equality in the most important structures of social inequality – in class, status, and power. However, political equality is intertwined with, and profoundly shaped by these structures. Political equality is affected by social and economic inequality in two broad ways: dominant groups can use their social and economic power resources more or less directly in the political sphere, and they can shape the views, values, and preferences of subordinate groups by virtue of their status and their influence on education, cultural production, and mass communication, exerting “cultural hegemony”. Political equality will be extremely limited unless these effects of social and economic equality are substantially contained.

Oil Boom: Peril or Opportunity? Sub-Saharan Africa is in the midst of an oil boom as foreign energy companies pour billions of dollars into the region for the exploration and production of petroleum. African governments, in turn, are receiving billions of dollars in revenue from this boom. Oil production on the continent is set to double by the end of the decade and the United States will soon be importing 25 percent of its petroleum from the region. Over $50 billion, the largest investment in African history, will be spent on African oil fields by the end of the decade.

The new African oil boom -- centered on the oil-rich Atlantic waters of the Gulf of Guinea, from Nigeria to Angola -- is a moment of great opportunity and great peril for countries beset by wide-scale poverty. On the one hand, revenues available for poverty reduction are huge; Catholic Relief Services (CRS) conservatively estimates that sub-Saharan African governments will receive over $200 billion in oil revenues over the next decade. On the other hand, the dramatic development failures that have characterized most other oil-dependent countries warn that petrodollars have not helped developing countries to reduce poverty; in many cases, they have actually exacerbated it.

Africa's oil boom comes at a time when foreign aid to Africa from industrialized countries is falling and being replaced by an emphasis from donor nations on trade as a means for African countries to escape poverty. The dominance of oil and mining in Africa's trade relationships, coupled with this decline in aid flows, means that it is especially vital that Africa make the best use of its oil.

CRS is committed to helping to ensure that Africa's oil boom improves the lives of the poor through increased investment in education, health, water, roads, agriculture and other vital necessities. But for this to occur, these revenues must be well managed. Thus, this report addresses two fundamental questions: How can Africa's oil boom contribute to alleviating poverty? What policy changes should be implemented to promote the management and allocation of oil revenues in a way that will benefit ordinary Africans?

Recent decades have witnessed a dramatic expansion of management education and practice. At the same time, the formalization of management practice has allowed for a widespread diffusion of management ideas across sectors and continents. This book provides an up-to-date summary of the development, refinement, and diffusion of managerial ideas, adding detail and explanation to commonly held conceptions about the explosion of management knowledge.

The contributors contend that management ideas do not flow automatically but are actively shaped and transformed by knowledge carriersbusiness schools, consultancies, and the media. Drawing on data from worldwide empirical studies, the chapters analyze how such carriers are organized, how they act and react, and how they shape and reshape knowledge. The book places the development and diffusion of management knowledge in a wider environmental and historical context and offers stimulating comparisons of European and American management traditions.

The combination of theory and practice will make this book a valuable resource for courses dealing with management, organizational and institutional theory, and globalization.

For the past several decades, the conventional - and, until recently, the predominant - perspective on development in the international donor community has been that countries are poor because they lack resources, infrastructure, education, and opportunity. By this logic, if rich countries could only transfer enough resources and technology, improve human capacity enough, and support health and education enough, development would occur. To be sure, greater public resources, better physical infrastructure, and stronger public health and education are essential for development. But they are not enough, and they are not most crucial factor.

The principal focus of the articles in this issue, paralleling the field of the sociology of education in general, is on educational inequality conceived in particular ways. This is the main topic of seven of the nine articles and comes up in the others as well. In this, the field and these articles take up issues that are central to the culture and poicy system of modern education worldwide. Equality in its several senses is a main focus of contemporary educational systems, as well as of sociology research. Sociologists are not the only supporters of equality and critics of inequalities - in one way or another, themes of equality are endemic to modern education. In this article, I consider the nature and impact of this widespread commitment.