Urban renewal and the culture of conservatism: changing perceptions of the tower block and implications for contemporary renewal initiatives
The article is divided into two parts. In the first part, we examine the emergence of the tower block phenomenon and summarize the cause of its subsequent decline. The issue is important, for, as we argue, tower blocks have been used to discredit not only public housing, but state welfare provision in general. In the second part, we utilize our analysis of developments in social policy in the United Kingdom in the 1990s to generate a critique of housing renewal strategies. Although it is important not to read across simplistically between politics, cultural crit icism and policy failure, nevertheless with reference to tower blocks we argue there is a commonality between these three issues. By highlighting these links it is possible to show how many of the latest housing pro posals are influenced by a one-dimensional reading of 'modernity', accentuating the negative aspects and neglecting some of the positive attributes. As a consequence, the philosophies that now underpin housing development are, in many respects, regressive and unimagina tive.
The Politics of Mass Housing in Britain 1945–1975: A Study of Corporate Power and Professional Influence in the Welfare State. By Dunleavy Patrick. (New York: Oxford University Press, 1981. Pp. xvi + 447. $39.50.)
since 1964 as the state has taken a more active role in the economy and has utilized increasingly public enterprise as the vehicle for regulating as well as interfacing with foreign private enterprise. In his book Daland lays out the parameters of what Brazilians call "indirect administration," a catch-all phrase for a multitude of public organizations not directly under the control of the executive branch of government.
School Principals and Education Law: What do they know, what do they need to know?
Principals now work in complex and challenging environments where uncertainty and change are the hallmarks of their roles and responsibilities. As such, the knowledge and capability demands on principals have expanded, including those related to education law. While these matters attracted some research interest a number of years ago, there has been little recent work in the area of principals and education law. This article reports on an exploratory study into aspects of the legal knowledge held by Tasmanian government school principals, particularly concerning non-sexual physical contact between teachers and students. The research was undertaken using a small-scale, mixed-methods research design, which required principals to respond to various legal scenarios. Three key findings emerged from the study. First, principals used two different levels of working knowledge about education law  one related to legal problems, and the other to legally-related routine activities. Second, on the particular topic of physical contact, some knowledge held by principals was not legally accurate. Third, for major legal issues, participants indicated that they acquired access to information from legal experts. The situation for routine legal matters was less clear, although in-service training and practical experience were identified as potential sources of knowledge. Participants recognised the importance of a sound knowledge of education law, especially for dealing with security and safety issues and preferred to access further information through in-service training. Notably, the findings of the study are broadly consistent with those from earlier Australian and international research, suggesting that much remains to be done in the area of principals’ education law knowledge.