ABSTRACT
The previous chapter addressed the structural foundations of the staff’s power and authority in the setting, and discussed the strategies that the staff utilized as a means of attempting to keep parents silent, marginal, and, effectively, in their place. While it is revealed that the social relations among staff and parents in Head Start were constituted around constructs of manipulation, normative expectations, social domination, routinization, and regulation of activities, also essential to our understanding of the micropolitics of staff and parents in this particular Head Start is the fact that individuals within the program altered these power relations in both subtle and profound ways by either accommodating or resisting these relations of power.
