1. For more definitions of power, see Hobbes (Leviathan, 1994), Russell (1996), J. Scott (1994), and Chomsky (2002).

2. “Galbraith (1983) identified three instruments of power: Condign (punishments), compensatory (rewards), and conditional (persuasion) in market economies. He also identified corresponding sources of power. Both are discussed in more detail in chapter 6.

3. It is important to note that I recognize the strengths and weaknesses of the so-called eclectic approach to research. I explain my position in Appendix C.

4. The corruptibility of corporate pedagogic practices is an underpinning assumption that this book does not explicitly aim to explore. However, because interviews and observations are the methods I used to collect data, an inconsistent message from the business community about the reasons for their involvement in education will be revealed. See chapter 9.

5. Inherent in democratic ideals is the language of individual rights and freedoms. The government protects these freedoms—contributing to a society where dissenting ideologies are respected—by a contract between itself and the people in a document called the Constitution of the United States (Cullop, 1999).

6. Autonomy is not absolute because the state is charged with funding educational systems through the regulation of citizen property taxation. School funding is based on assessed property values (Lunenburg & Ornstein, 2000).