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Assumptions about race in the discipline of organization studies are explored by introducing the notion of “interrogating whiteness”. Standpoint epistemology, which assumes people’s experiences are relevant to the ways they know, allows the apparently unmarked, neutral category of whiteness to be seen as one standpoint among many. To encourage a useful discussion of race, key terms are situated linguistically and historically, background is given on paradigms for thinking about race, and there is a consideration of the consequences of whiteness and blackness. I examine what writers say about race when it is not the topic about which they claim to write. The organizational life of the discipline and authorship is explored. I then turn to the organizational literature for further illustration of whiteness as unmarked, stereotypical examples, and distancing language.

The paper draws out the key conceptual, methodological and substantive issues raised in the papers around the politics of equalities.

Rather than reviewing and summarising each paper in turn this introductory article synthesises the key themes from papers to develop an overview of the key issues raised in the edited collection.

The papers trouble traditional dichotomies in equalities studies, suggesting complex and fluid relationships between states, activists and professionals. They also identify some key elements of current equalities work such as equalities framing, diversity interpretation and the negotiation of ambiguity produced through the seesaw of hope/failure characterising this work.

The collection highlights the continuing dearth of work around certain equalities strands, in particular, around sexualities and generation. It also suggests avenues for further work developing postcolonial analysis of equalities work in organisations.

The collection is unique in that it draws together current work crossing diverse national and sectoral contexts and from a range of equalities strands.

In an effort to counter the effects of the reduction of social studies instruction that has resulted from the pressure to increase test scores in reading and mathematics, many educators promote the idea of integrating the curriculum. For many modern elementary teachers, integrating the curriculum has become a means for infusing social studies content in the curriculum while maintaining the focus on teaching reading and language arts skills. This practice of teaching social studies or other content areas while maintaining a focus on reading differs widely from the original purpose of curriculum integration. The following article asserts that the true purpose of integrating the curriculum has been to create children who will be able to use the disciplines to advance democratic thought and life. They will be able to fully integrate the disciplines into their own thinking processes in order to confront issues and problems in a democratic society. This article explores notions of curriculum integration throughout history and examines the ways in which teachers attempt to integrate the curriculum in schools today.

The Depository Library Program was established to provide government information to the general public. The libraries that are appointed to this program assume complete fiscal responsibility for providing this service. Recent policy decisions within the federal government evidence a trend toward a continuing decline in the availability of nonelectric government information. Depository libraries need to increase their budgets to maintain bibliographic, physical, and intellectual access to this information as costs rise.

On April 2, 1987, IBM unveiled a series of long‐awaited new hardware and software products. The new computer line, dubbed the Personal Systems 30, 50, 60, and 80, seems destined to replace the XT and AT models that are the mainstay of the firm's current personal computer offerings. The numerous changes in hardware and software, while representing improvements on previous IBM technology, will require users purchasing additional computers to make difficult choices as to which of the two IBM architectures to adopt.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources and research and computer skills related to retrieving, using, and evaluating information. This review, the twenty‐first to be published in Reference Services Review, includes items in English published in 1994. A few are not annotated because the compiler could not obtain copies of them for this review.

The following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online information and documentation work. They fall into the following categories:

The global Clinical Legal Education (CLE) movement transcends borders as law teachers worldwide try to inculcate law students and future legal practitioners with social justice values. One method of achieving this is through developing reflective practitioners. Kolb, finding common ground in the work of Lewin, Dewey, and Piaget, formulated the four stages in the experiential development of concrete experience, reflective observation, abstract conceptualization, and active experiment. Although Kolb’s model is used in legal education literature, students may not be provided with the relevant conceptual tools required to engage in reflective practice. This often results in students providing subjective analysis of their work, which fails to fully contribute to their educational experience. One of the reasons for omitting analytical tools is that reflective practice suffers from a lack of conceptual clarity. According to Kinsella, the “concept remains elusive, is open to multiple interpretations, and is applied in a myriad of ways in educational and practice environments”. A further issue hindering reflective practice relates to Donald Schön’s critique of the positivist approach adopted by law schools.

This chapter will apply a human rights framework to CLE to develop reflective practitioners. The two main reasons for this are, first, human rights as formulated by the Universal Declaration on Human Rights are universal, interrelated, and indivisible and, second, reflection based on these universal human rights values will benefit cross-jurisdictional societies in assisting vulnerable clients affected by emerging implied and direct human rights challenges.