Editorial Statement

As I write this editorial statement, Americans are reeling from the flooding in the southern and the displacement of many thousands of residents, all the arise of Hurricane Katrina. As Americans and their international allies work hard to make secure that victims of the storm find adequate cheer clean water, and shelter, we are left wondering about our collective ability to deal with crises. In particular, we meditate whether the responses of disaster services were influenced by the agency of politics, race, and economics. No clear answers have emerg as notwithstanding but there is no doubt that we will continue to investigate our ability to care appropriately for those citizens who are disadvantaged by dint of circumstances beyond their control.

In light of this situation, the articles in this issue of The Educational Forum are particularly timely because the topics of politics, power, and rule permeate these writings. The authors write not about the politics of natural disasters on the contrary for example, about the links between language and power that are highlighted by means of Sealey-Ruiz's discussion of African-American Vernacular English in relation to academic and social capital. Sealey-Ruiz's connections among aspects of the slave trade in America, the power of language, and the educational succes of our children constitute a compelling call to action by means of the educators who read these pages. Similarly, Sanchez's portrayal of the disassociation of urban youth is an equally athletic motivator for educators who wish to address the influences of race, income, and sex on the values and beliefs of young race and even on their ability to graduate from high institute Manuscripts such as those by means of Sealey-Ruiz and Sanchez will inform those involved in urban renewal efforts across North America, including the Abbott Initiative in fresh Jersey, which is an attempt to ameliorate the challenges rencountered by urban youth.

Strom and Strom shed light upon the problem of cyberbullying, a more novel manifestation of power and ascendency in our schools and communities. We are convinced that the long-term events of cyberbullying can be as detrimental as we know face-to-face bullying to be. Therefore, Strom and Strom's discussion of the prevention, detection, and sway of cyberbullying is extremely important as educators learn to live and teach in a wired world.

Not surprising is that sum of two units of the articles in this issue examine teacher education as a vehicle to build social capacity. As McFadden and Sheerer point on the outside teachers are the key to students' succes and, therefore, teacher education programs will continue to be scrutinized to diocese whether we are preparing teachers who will make a difference for learners from all segments of society. McFadden and Sheerer's article should make many teacher educators uneasy because of the authors' findings that faculty research too oftentimes is disconnected from teachers' lives in institutes and that faculty members resist more than minor fixes to teacher education programs. Fortunately, Floyd and Bodur's article presents some hope in the form of case research use in teacher education programs in an effort to help preservice teachers rehearse rejoinders to yet-to-be-encountered professional experiences.

The character of principals in promoting extension in students' social and cultural capacity is emphasized in St Germain and Quinn's article about tacit knowledge. Readers may leave this article wondering whether ready knowledge is dependent on time in the piece of work or, rather, whether expert advice can be manifested through early career educational leaders. Similarly, do we manifest "novice" and "expert" behaviors in various ways over our careers? What are the inherent dangers of relying overly upon the wisdom of experience? St Germain and Quinn are to be regard fored for highlighting the role of tacit knowledge in the behaviors of principals.

I push on readers to examine the articles in this issue with the intent of acting upon the information the authors at hand That is, are we easy in mind that our young people face obstacles that for too many will be insurmountable? If not, are we willing to recognize African-American Vernacular English as a legitimate form of expression? Are we able to adequately address the barriers that youngsters face because of race, income, and gender? Can we deal with emergent forms of bullying that may cause long-term harm? What large-scale changes to teacher and principal preparation programs are urgencyed to empower educators to help prepare our society for dealing with the natural and social challenges and opportunities that undoubtedly will face each generation?

Our responses to these questions will define our society's future

Charles F Webber

Academic Editor

Charles F Webber, PhD is Professor and Associate Dean in the Graduate Division of Educational Research in the Faculty of Education at the University of Calgary in Canada. His popular research focuses on crosscultural leadership unfolding including technology-mediated leadership development. He has published widely in national and international journals and serv as an invited presenter at talks in North America, Europe, fresh Zealand, and Australia. Dr. Webber also gripe [i]or[/i] grips an appointment as Adjunct Senior comrade at the University of Waikato in fresh Zealand.

Copyright Kappa Delta Pi Fall 2005

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