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Leck asserts that gender relations, particularly the relations of domination and subjugation characteristic of patriarchy, condition our ways of knowing, of teaching, of learning, and even of understanding gender itself. She argues that traditional ways of teaching, learning, and structuring knowledge are inadequate to the task of understanding and challenging oppressive patriarchal relations, and that social foundations instruction should be approached as an opportunity for a “community of learners” to examine relations between society, education, and the formation of selves.

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Title I was created to eliminate the achievement gap and to provide additional support for children living at or below the poverty threshold. In order to be able to evaluate and adjust programs designed to academically serve children in poverty, educators need parental involvement and insight. Unfortunately, collecting such information has proven difficult. The purpose of this study was to try to find a means to generate parental perspectives on the value of poverty-based programs and on how these programs contribute to academic success for their children. The researchers found such a means by forming collaborative relationships with social workers, and gained valuable insights from parents into whether these programs are viewed as helping children succeed academically and on how programs should be altered.

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