This page intentionally left blank De-Facing Power In this major contribution to the power debate, Clarissa Rile Hayward challenges the prevailing view which treats power as something powerful people have and use Rather than seeing it as having a “face,” she considers power as a complex network of social boundaries – norms, identities, institutions – which define both the field of action and the individual’s freedom within it, for the “powerful” and “powerless” alike Hayward suggests that the critical analysis of power relations should focus on the ways in which these relationships affect people’s capacities to help shape the institutions and practices that govern their lives Using a detailed comparative analysis of the relationships within two ethnically diverse educational settings – one in a low-income, predominantly AfricanAmerican, urban school, the other in an affluent, predominantly white, suburban school – this book develops a compelling account of the concept of power in terms of networks of practices and relations is Assistant Professor of Political Science at Ohio State University Contemporary Political Theory Series Editor Ian Shapiro Editorial Board Russell Hardin Stephen Holmes Jeffrey Isaac John Keane Elizabeth Kiss Susan Okin Phillipe Van Parijs Phillip Pettit As the twenty-first century begins, major new political challenges have arisen at the same time as some of the most enduring dilemmas of political association remain unresolved The collapse of communism and the end of the Cold War reflect a victory for democratic and liberal values, yet in many of the western countries that nurtured those values there are severe problems of urban decay, class and racial conflict, and failing political legitimacy Enduring global injustice and inequality seem compounded by environmental problems, disease, the oppression of women, racial, ethnic and religious minorities, and the relentless growth of the world’s population In such circumstances, the need for creative thinking about the fundamentals of human political association is manifest This new series in contemporary political theory is needed to foster such systematic normative reflection The series proceeds in the belief that the time is ripe for a reassertion of the importance of problem-driven political theory It is concerned, that is, with works that are motivated by the impulse to understand, think critically about, and address the problems in the world, rather than issues that are thrown up primarily in academic debate Books in the series may be interdisciplinary in character, ranging over issues conventionally dealt with in philosophy, law, history and the human sciences The range of materials and the methods of proceeding should be dictated by the problem at hand, not the conventional debates or disciplinary divisions of academia Other books in the series Ian Shapiro and Casiano Hacker-Cordón (eds.) Democracy’s Value Ian Shapiro and Casiano Hacker-Cordón (eds.) Democracy’s Edges Brooke A Ackerly Political Theory and Feminist Social Criticism De-Facing Power Clarissa Rile Hayward The Pitt Building, Trumpington Street, Cambridge, United Kingdom The Edinburgh Building, Cambridge CB2 2RU, UK 40 West 20th Street, New York, NY 10011-4211, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Ruiz de Alarcón 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa http://www.cambridge.org © Clarissa Rile Hayward 2004 First published in printed format 2000 ISBN 0-511-03491-1 eBook (Adobe Reader) ISBN 0-521-78079-9 hardback ISBN 0-521-78564-2 paperback For Adam, Aidan, and Elias Contents Acknowledgments page viii Introduction De-facing power Power and pedagogy “The environment” and the North End Community School The “world” of Fair View Power and freedom Appendix A: Tables Appendix B: Research methods References Index vii Acknowledgments I am indebted to many friends and colleagues whose comments, suggestions, and questions helped shape this book I would like to thank, in particular, Ian Shapiro, for his invaluable advice and support through every phase of the project Shapiro, Cathy Cohen, and Rogers Smith read and commented extensively on multiple drafts The final product has been immeasurably improved as a result of their insights and guidance I benefited, as well, from constructive comments and suggestions on all or parts of the manuscript from Joshua Gamson, Bill Liddle, Kevin O’Brien, Karen Rile, Jim Scott, and three anonymous reviewers Earlier versions of the arguments in chapters and were presented in seminars in the political science departments at the Ohio State University, Stanford University, and Yale University, and at the Midwest Political Science Association meeting I gratefully acknowledge the helpful comments of participants in these seminars Thanks also to Doug Rae, who offered much needed advice and encouragement early on I owe a special debt to the teachers, students, and staff members at the schools that, in these pages, I call the North End Community School and Fair View Elementary They generously invited me into their classrooms and shared with me their time, thoughts, and experiences Although they might disagree with aspects of the ethnographic accounts in chapters , , and , the arguments presented there owe much to their reflections and wisdom I am grateful, as well, for financial assistance from the Ohio State University and Yale University, which helped support research for this project I would like to express my gratitude for the research assistance provided by Amy Ertel, Heather Mann, and Charles Smith Thanks are due, as well, to John Haslam of Cambridge University Press for his interest and support, and to Carol Fellingham Webb for her excellent copyediting Finally, I want to thank my husband, Adam, whose role in this project went well beyond that of the “supportive spouse” typically mentioned near the end of acknowledgment sections He was the 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reproduction theories, resistance theories, n, structural accounts, –, n, , , critical pedagogy see critical educational theory cultural capital, –, n culture of silence, – Curtis, James, n Bachrach, Peter, –, n, –, n, “banking model” of education, , Baratz, Morton, –, n, –, n, Barnes, Barry, , –, Bartolme, Lilia, Bauman, Zygmunt, n behavioralism, – Benton, Ted, , n Berlin, Isaiah, – Bernstein, Basil, , n Bhaskar, Roy, Bourdieu, Pierre, n, –, n Bourgois, Philippe, n Bowles, Samuel, – n, – n, , Braverman, Harry, n Bridgeport, Connecticut, , n, n, and n, , , , , , , Brown v Board of Education of Topeka, n Burawoy, Michael, n Butler, Judith, n Dahl, Robert, n, –, –, n, –, n, n, Debnam, Geoffrey, n, n deindustrialization, , –, n, – deliberative democracy, , – Delpit, Lisa, n Dewalt, Kathleen and Billie DeWalt, Dewey, John, – n discourse principle, domination, , n, n, , –, – Di Stefano, Christine, n Dworkin, Gerald, n Chicago School Reform Act of , n Christman, John, n Ellsworth, Elizabeth, n Elster, Jon, n Index “environment, the”, , , , , , , Hobbes, Thomas, n, n, Horton v Meskill, n Fair Housing Act, , n Fair View, Connecticut, –, , see also “world” of Fair View Fair View Elementary demographic and achievement data, , resources, – see also “learning process”; participatory rule-making; peer evaluations; reflection papers; responsibility as selfsufficiency; “school knowledge”; “school success”; teacher observations; values, depoliticization of; the “world” of Fair View; writer’s workshop Fenno, Richard, Fichte, Johann Gottlieb, Flathman, Richard, n Foucault, Michel, –, n, n, , , n, , n, Frankfurt Constituent Assembly of , freedom negative, , , –, –, , –, , –, , , political, , , , –, –, , –, – positive, –, n Freire, Paulo, Frost, Robert, functionalism, n In the Line of Fire, , n incarceration, n institutions, –, n, , –, –, democratic public institutions, – interviews, teacher and staff, – Isaac, Jeffrey, , n, , n, , Gaventa, John, , , –, Geertz, Clifford, n, genealogy, , n Giddens, Anthony, –, , n Gintis, Herbert, – n, – n, , Giroux, Henry, , n, n, Glaser, Barney, n globalization, , , – Gould, Carol, n Green, Anthony, , n, , n grounded theory, n Habermas, Jürgen, –, Hammersley, Martyn, n Harré, Rom, , Hartford, Connecticut, , n, n and n, , hegemonic intellectuals, , hidden curriculum, Hirschmann, Nancy, n Jim Crow laws, Johnson, Jeffrey, , n Kincheloe, Joe, n Koch, David, – Kramer-Dahl, Anneliese, n Lauren, Ralph, , –, “learning process”, , –, , –, –, liberty see freedom Lincoln-Bassett school, Lofland, John and Lyn Lofland, logical empiricism, , – Lukes, Steven, –, n, , –, n MacIntyre, Alasdair, n MacLeod, Jay, n McLaren, Peter, n, n Madden, E.H., Menace II Society, , n, Merelman, Richard, n Milliken v Bradley, n mobilization of bias, , n, n Nagel, Jack, New Haven, Connecticut, , n, n and n, , , new institutionalism, – Nietzsche, Friedrich, –, North End, Connecticut, –, – see also “the environment”; “the street”; “street values” North End Community School demographic and achievement data, –, see also authoritarianism; “banking model” of education; responsibility as accountability; “responsible citizenship”; “school knowledge”; “street values”; “survival skills” Index O’Brien, Kevin, n Ogbu, John, n Orfield, Gary, n Parsons, Talcott, n, n participant-observation and gaining access, – and generalizability, – note-taking, – and reactivity, – and subjectiveness, – see also interviews, teacher and staff; surveys, student; triangulation participatory rule-making, –, –, –, – pedagogy, n peer evaluations, Petras, John, n Pettit, Philip, n pluralism, Polsby, Nelson, n poststructuralism, – Poughkeepsie, New York, Poulantzas, Nicos, n power community power studies, – de-faced, – and difference, , –, – intention, conscious knowledge, and volition in the exercise of, – and privilege, structural theories of, –, – three faces of, – with-a-face, – practices, –, n, , –, –, democratic political practices, – reflection papers, –, , , resources, educational, , –, –, responsibility as accountability at North End, –, – as self-sufficiency at Fair View, –, –, “responsible citizenship”, –, , , –, Russell, Bertrand, – San Antonio Independent School District v Rodriguez, n Schattschneider, E.E., n school choice, n “school knowledge”, –, –, “school success”, –, –, schooling, US public constitutional decisions about, – funding, – local control over, –, n Schram, Sanford, – n Schutz, Alfred, n scientific realism, –, Scribner, Charles, III, segregation, racial, –, n, n–, n, Shapiro, Ian, n Sharp, Rachel, , n, , n Skinner, Quentin, n Spradley, James, n Stone, Clarence, n Strauss, Anselm, n “street, the”, –, , , “street values”, –, n, structural Marxist theories of schooling, – structuration, , surveys, student, – “survival skills”, , teacher observations, –, , – toleration, – transformative intellectuals, , n, triangulation, – underclass, urban, – Unger, Roberto, n United States Department of Housing and Urban Development, n values, depoliticization of (Fair View), –, , victimization, n, Walzer, Michael, n Wartenberg, Thomas, –, n, Weber, Max, n, , n Wendt, Alex, n White, D.M., , – Willis, Paul, n, n Wolfinger, Raymond, n and , n, , n “world” of Fair View, the, , – writer’s workshop, Wrong, Dennis, , n zoning, – ... assertion that all power relations are equivalent In the concluding chapter, I ask, “If we de- face De- facing power power – if we expand the definition of power to include mechanisms no actor... of democracy,” see Skinner () De- facing power force to debates about power understood as an instrument powerful “A”s use to constrain, distort, or otherwise alter the free action of powerless... students of power should de- face this concept We should define power, not as an instrument some agents use to alter the independent action of others, but rather as a network of boundaries that delimit,