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This book examines the connections between public school reform in the early twentieth century and American political development from 1890 to 1940.
The rise and influence of public opinion on Chinese foreign policy reveals a remarkable evolution in authoritarian responses to social turmoil. James Reilly shows how Chinese leaders have responded to popular demands for political participation with a sophisticated strategy of tolerance, responsiveness, persuasion, and repression—a successful approach that helps explain how and why the Communist Party continues to rule China. Through a detailed examination of China's relations with Japan from 1980 to 2010, Reilly reveals the populist origins of a wave of anti-Japanese public mobilization that swept across China in the early 2000s. Popular protests, sensationalist media content, and emotional public opinion combined to impede diplomatic negotiations, interrupt economic cooperation, spur belligerent rhetoric, and reshape public debates. Facing a mounting domestic and diplomatic crisis, Chinese leaders responded with a remarkable reversal, curtailing protests and cooling public anger toward Japan. Far from being a fragile state overwhelmed by popular nationalism, market forces, or information technology, China has emerged as a robust and flexible regime that has adapted to its new environment with remarkable speed and effectiveness. Reilly's study of public opinion's influence on foreign policy extends beyond democratic states. It reveals how persuasion and responsiveness sustain Communist Party rule in China and develops a method for examining similar dynamics in different authoritarian regimes. He draws upon public opinion surveys, interviews with Chinese activists, quantitative media analysis, and internal government documents to support his findings, joining theories in international relations, social movements, and public opinion.
“Democracy has to be born anew every generation, and education is its midwife,” wrote John Dewey in his classic work The School and Society. In School, Society, and State, Tracy Steffes places that idea at the center of her exploration of the connections between public school reform in the early twentieth century and American political development from 1890 to 1940. American public schooling, Steffes shows, was not merely another reform project of the Progressive Era, but a central one. She addresses why Americans invested in public education and explains how an array of reformers subtly transformed schooling into a tool of social governance to address the consequences of industrialization and urbanization. By extending the reach of schools, broadening their mandate, and expanding their authority over the well-being of children, the state assumed a defining role in the education—and in the lives—of American families. In School, Society, and State, Steffes returns the state to the study of the history of education and brings the schools back into our discussion of state power during a pivotal moment in American political development.
The essays in this book trace the development of Joel Migdal's "state-in-society" approach. The essays situate the approach within the classic literature in political science, sociology, and related disciplines but present a new model for understanding state-society relations. It allies parts of the state and groups in society against other such coalitions, determines how societies and states create and maintain distinct ways of structuring day-to-day life, the nature of the rules that govern people's behavior, whom they benefit and whom they disadvantage, which sorts of elements unite people and which divide them, and what shared meaning people hold about their relations with others and their place in the world.
Today there are more states controlling more people than at any other point in history. We live in a world shaped by the authority of the state. Yet the complexion of state authority is patchy and uneven. While it is almost always possible to trace the formal rules governing human interaction to the statute books of one state or another, in reality the words in these books often have little bearing upon what is happening on the ground. Their meanings are intentionally and unintentionally misrepresented by those who are supposed to enforce them and by those who are supposed to obey them, generating a range of competing authorities, voices, and allegiances. The Everyday Life of the State explores this "everyday" transformation of state authority into multiple scripts, narratives, and political activities. Drawing upon case studies from across the Middle East, North Africa, and Asia, the chapters in this book investigate the many ways in which those subjects traditionally regarded as being weak, passive, and obedient manage not only to resist the authority of state actors but to actively subvert and appropriate it, in the process making, unmaking, and remaking the boundaries between state and society over and over again. Collectively, these chapters make an important contribution to the expanding literature on "everyday politics." The "state in society" concept used in this volume has been developed by political scientist Joel S. Migdal, the Robert F. Philip Professor of International Studies in the University of Washington's Henry M. Jackson School of International Studies.
"This is an excellent text in the field of U.S. educational history. The author does a great job of linking past events to the current trends and debates in education. I am quite enthusiastic about this book. It is well-written, interesting, accessible, quite balanced in perspective, and comprehensive. It includes sections and details, that I found fascinating – and I think students will too." —Gina Giuliano, University at Albany, SUNY "This book offers a comprehensive and fair account of an American Educational History. The breadth and depth of material presented are vast and compelling." —Rich Milner, Vanderbilt University An up-to-date, contemporary examination of historical trends that have helped shape schools and education in the United States... Key Features: Covers education developments and trends beginning with the Colonial experience through the present day, placing an emphasis on post-World War II issues such as the role of technology, the standards movement, affirmative action, bilingual education, undocumented immigrants, and school choice. Introduces cutting-edge controversies in a way that allows students to consider a variety of viewpoints and develop their own thinking skills Examines the educational history of increasingly important groups in U.S. society, including that of African American women, Native Americans, Latinos and Asian Americans. Intended Audience This core text is designed for undergraduate and graduate courses such as Foundations of Education; Educational History; Introduction to Education; Philosophy of Education; American History; Sociology of Education; Educational Policy; and Educational Reform in the departments of Education, History, and Sociology.
The authors are proud sponsors of the 2020 SAGE Keith Roberts Teaching Innovations Award—enabling graduate students and early career faculty to attend the annual ASA pre-conference teaching and learning workshop. This comprehensive anthology features classical readings on the sociology of education, as well as current, original essays by notable contemporary scholars. Assigned as a main text or a supplement, this fully updated Sixth Edition uses the open systems approach to provide readers with a framework for understanding and analyzing the book’s range of topics. Jeanne H. Ballantine, Joan Z. Spade, and new co-editor Jenny M. Stuber, all experienced researchers and instructors in this subject, have chosen articles that are highly readable, and that represent the field’s major theoretical perspectives, methods, and issues. The Sixth Edition includes twenty new selections and five revisions of original readings and features new perspectives on some of the most contested issues in the field today, such as school funding, gender issues in schools, parent and neighborhood influences on learning, growing inequality in schools, and charter schools.
The traditional Eurocentric view of state formation and the rise of civilization is challenged in this broad-ranging book. Bringing archaeological research into contact with the work of ethno-historians and anthropologists, it generates a discussion of fundamental concepts rather than a search for modern analogies for processes that occurred in the past.
. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.
