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This paper is an analysis of functionary skills and prerogatives deployed in process of framing, negotiating and establishing conditions for action in pentecostal assemblies. It is based upon overt non-participant observation and interviewing in 66 pentecostal institutions in England and Wales, Canada and the United States. Its focus is upon the crises that arise either when the prerogative of definition is contested by two or more 'special definers' or when there is a compelling resemblance of phenomena in the sacred domain to realities familiar in the profane. The skills which enable the professional functionary to sustain sacred definitions during such conflicts include competence in the sacred language, the management of laughter and the sacred gift of `discernment'. [ABSTRACT FROM AUTHOR]

The goal of rethinking the social meaning and uses of education. historicizing its organized firms. and seeing educational knowledge as fully cultural has required a long detour. The current revitalization, which is believed that the critical sociology of education returns to the entire discipline flourished largely not in sociology but in educational fields like curriculum. It first appeared not in the U.S. but abroad particularly in England. It did not draw sustenance from the center of' American sociological discourse but was nurtured at its periphery in European structuralist and cultural theory. The result of a combined historic exclusion and current valuation is the danger of an apparently truncated narrative and a false impression that there is no developmental history or tradition of the work presented in this article. These papers can be said to represent a third generation in critical sociology of education. They follow the first ideology critique and general theory phase and then the more education-centered. but still diffuse structuralist derivations of the middle period.