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| Author | : Ronald J. Daniels |
| Publisher | : JHU Press |
| Total Pages | : 337 |
| Release | : 2021-10-05 |
| Genre | : Education |
| ISBN | : 1421442698 |
Introduction -- American dreams : access, mobility, fairness -- Free minds : educating democratic citizens -- Hard facts : knowledge creation and checking power -- Purposeful pluralism : dialogue across difference on campus -- Conclusion.
| Author | : Ronald J. Daniels |
| Publisher | : JHU Press |
| Total Pages | : 337 |
| Release | : 2021-10-05 |
| Genre | : Education |
| ISBN | : 1421442701 |
Universities have historically been integral to democracy. What can they do to reclaim this critical role? Universities play an indispensable role within modern democracies. But this role is often overlooked or too narrowly conceived, even by universities themselves. In What Universities Owe Democracy, Ronald J. Daniels, the president of Johns Hopkins University, argues that—at a moment when liberal democracy is endangered and more countries are heading toward autocracy than at any time in generations—it is critical for today's colleges and universities to reestablish their place in democracy. Drawing upon fields as varied as political science, economics, history, and sociology, Daniels identifies four distinct functions of American higher education that are key to liberal democracy: social mobility, citizenship education, the stewardship of facts, and the cultivation of pluralistic, diverse communities. By examining these roles over time, Daniels explains where colleges and universities have faltered in their execution of these functions—and what they can do going forward. Looking back on his decades of experience leading universities, Daniels offers bold prescriptions for how universities can act now to strengthen democracy. For those committed to democracy's future prospects, this book is a vital resource.
| Author | : Ronald Joel Daniels |
| Publisher | : |
| Total Pages | : |
| Release | : 2021 |
| Genre | : Democracy and education |
| ISBN | : 9781421444307 |
"This book identifies four distinct functions of American higher education that colleges and universities have acquired over the past two hundred years and that are integral to liberal democracy: social mobility, citizenship education, the discovery and communication of knowledge, and the cultivation of a pluralistic society. Each chapter takes up one of these functions to analyze and assess"--
| Author | : Cristina Flesher Fominaya |
| Publisher | : Oxford University Press |
| Total Pages | : 369 |
| Release | : 2020-04-27 |
| Genre | : Social Science |
| ISBN | : 0190099992 |
In Democracy Reloaded, Cristina Flesher Fominaya tells the story of one of the most influential social movements of recent times: Spain's "Indignados" or "15-M" movement that took to the streets of Spain on May 15, 2011 with the rallying cry "Real Democracy Now! We are not commodities in the hands of bankers and politicians!" Based on access to key participants in the 15-M movement and Podemos and extensive participant observation, Flesher Fominaya tells a provocative and original story of this remarkable movement, its emergence, evolution, and impact. In so doing, she argues that in times of global economic and democratic crisis, movements organized around autonomous network logics can build and sustain strong movements in the absence of formal organizations, strong professionalized leadership, and the ability to attract external resources. Further, she challenges explanations for success that rest on the mobilizing power of social media. Through in-depth analysis of the month long occupation of Madrid's Puerta del Sol, and subsequent 15-M mobilization, Democracy Reloaded shows how the experience of the protest camp revitalized pre-existing networks, forged bonds of solidarity, and gave birth to a new movement that went on to influence public debate and the political agenda, in Spain and beyond.
| Author | : Gareth Davies |
| Publisher | : University Press of Kansas |
| Total Pages | : 399 |
| Release | : 2007-09-27 |
| Genre | : Political Science |
| ISBN | : 0700618554 |
When Congress endorsed substantial aid to schools in 1965, the idea that the federal government had any responsibility for public education was controversial. Twenty years later, not only had that controversy dissipated, Washington's role in education had dramatically expanded. Gareth Davies explores how both conservatives and liberals came to embrace the once daring idea of an active federal role in elementary and secondary education and uses that case to probe the persistence-and growth-of big government during a supposedly antigovernment era. By focusing on institutional changes in government that accompanied the civil rights revolution, Davies shows how initially fragile programs put down roots, built a constituency, and became entrenched. He explains why the federal role in schools continued to expand in the post-LBJ years as the reform impulse became increasingly detached from electoral politics, centering instead on the courts and the federal bureaucracy. Meanwhile, southern resistance to school desegregation had discredited the "states rights" argument, making it easier for conservatives as well as liberals to seek federal solutions to social problems. Although LBJ's landmark Elementary and Secondary Education Act deferred to local control, the legislation of the Nixon-Ford years issued directives that posed greater challenges to traditional federalism than Johnson's grand ideals. As Davies shows, the new political climate saw the achievement of such breakthroughs as mandated bilingual education, school finance reform, and the Education for All Handicapped Children Act-measures that, before the seventies, would have been considered unthinkably intrusive by liberals as well as conservatives. And when Ronald Reagan promised to abolish the Department of Education, conservatives worked with liberals to derail his agenda. Davies' surprising study shows that the distancing of American conservatism from its anti-statist traditions helped pave the way for today's "big government conservatism," which enabled a Republican-dominated Congress to pass No Child Left Behind. By revealing the endurance of Great Society values during a period of Republican ascendance, his book opens a window on our political process and offers new insight into what really makes government grow.
| Author | : Henry Martyn Robert |
| Publisher | : Princeton University Press |
| Total Pages | : 160 |
| Release | : 2021-09-21 |
| Genre | : Education |
| ISBN | : 0691222851 |
A critical edition of the book that paved the way for the democratization of American higher education If you have ever attended a town meeting or business lunch, or participated in a church group or department meeting, or served on a faculty senate or maybe just watched C-SPAN, then you have likely encountered Robert's Rules of Order. This critical edition of Henry M. Robert's essential guide to parliamentary procedure features the original text from 1876 along with a companion essay by Christopher Loss, who artfully recounts the book's publication and popular reception, and sheds light on its enduring value for one of the most vital bastions of democracy itself—the modern university. Loss deftly explains why Robert's simple, elegant handbook to democratic governance captured the imagination of so many ordinary citizens during the Gilded Age and how it has shaped the development of our colleges and universities ever since. He shows how Robert's rules can help faculty, administrators, and students to solve problems and overcome challenges through collaboration, disciplined thinking, trust in the facts, and honesty and fairness from all sides. At a time when people's faith in democracy and higher education has been shaken to its core, Robert's Rules of Order offers a powerful reminder of the importance of democratic norms and practices in American life and institutions.
| Author | : Rob Reich |
| Publisher | : University of Chicago Press |
| Total Pages | : 334 |
| Release | : 2016-09-21 |
| Genre | : Political Science |
| ISBN | : 022633578X |
Philanthropy is everywhere. In 2013, in the United States alone, some $330 billion was recorded in giving, from large donations by the wealthy all the way down to informal giving circles. We tend to think of philanthropy as unequivocally good, but as the contributors to this book show, philanthropy is also an exercise of power. And like all forms of power, especially in a democratic society, it deserves scrutiny. Yet it rarely has been given serious attention. This book fills that gap, bringing together expert philosophers, sociologists, political scientists, historians, and legal scholars to ask fundamental and pressing questions about philanthropy’s role in democratic societies. The contributors balance empirical and normative approaches, exploring both the roles philanthropy has actually played in societies and the roles it should play. They ask a multitude of questions: When is philanthropy good or bad for democracy? How does, and should, philanthropic power interact with expectations of equal citizenship and democratic political voice? What makes the exercise of philanthropic power legitimate? What forms of private activity in the public interest should democracy promote, and what forms should it resist? Examining these and many other topics, the contributors offer a vital assessment of philanthropy at a time when its power to affect public outcomes has never been greater.
| Author | : Paul Anthony Rahe |
| Publisher | : Yale University Press |
| Total Pages | : 399 |
| Release | : 2009-01-01 |
| Genre | : Political Science |
| ISBN | : 030014492X |
In 1989, the Cold War abruptly ended and it seemed as if the world was at last safe for democracy. But a spirit of uneasiness, discontent, and world-weariness soon arose and has persisted in Europe, in America, and elsewhere for two decades. To discern the meaning of this malaise we must investigate the nature of liberal democracy, says the author of this provocative book, and he undertakes to do so through a detailed investigation of the thinking of Montesquieu, Rousseau, and Tocqueville. Paul A. Rahe argues that these political thinkers anticipated the modern liberal republic's propensity to drift in the direction of “soft despotism”—a condition that arises within a democracy when paternalistic state power expands and gradually undermines the spirit of self-government. Such an eventuality, feared by Tocqueville in the nineteenth century, has now become a reality throughout the European Union, Canada, Australia, New Zealand, and the United States. So Rahe asserts, and he explains what must be done to reverse this unfortunate trend.
| Author | : Martha C. Nussbaum |
| Publisher | : Princeton University Press |
| Total Pages | : 200 |
| Release | : 2016-11-08 |
| Genre | : Education |
| ISBN | : 069117332X |
In this short and powerful book, celebrated philosopher Martha Nussbaum makes a passionate case for the importance of the liberal arts at all levels of education. Historically, the humanities have been central to education because they have been seen as essential for creating competent democratic citizens. But recently, Nussbaum argues, thinking about the aims of education has gone disturbingly awry in the United States and abroad. We increasingly treat education as though its primary goal were to teach students to be economically productive rather than to think critically and become knowledgeable, productive, and empathetic individuals. This shortsighted focus on profitable skills has eroded our ability to criticize authority, reduced our sympathy with the marginalized and different, and damaged our competence to deal with complex global problems. And the loss of these basic capacities jeopardizes the health of democracies and the hope of a decent world. In response to this dire situation, Nussbaum argues that we must resist efforts to reduce education to a tool of the gross national product. Rather, we must work to reconnect education to the humanities in order to give students the capacity to be true democratic citizens of their countries and the world. In a new preface, Nussbaum explores the current state of humanistic education globally and shows why the crisis of the humanities has far from abated. Translated into over twenty languages, Not for Profit draws on the stories of troubling—and hopeful—global educational developments. Nussbaum offers a manifesto that should be a rallying cry for anyone who cares about the deepest purposes of education.
| Author | : Suzanne Mettler |
| Publisher | : Basic Books (AZ) |
| Total Pages | : 274 |
| Release | : 2014-03-11 |
| Genre | : Education |
| ISBN | : 0465044964 |
America’s higher education system is failing its students. In the space of a generation, we have gone from being the best-educated society in the world to one surpassed by eleven other nations in college graduation rates. Higher education is evolving into a caste system with separate and unequal tiers that take in students from different socio-economic backgrounds and leave them more unequal than when they first enrolled. Until the 1970s, the United States had a proud history of promoting higher education for its citizens. The Morrill Act, the G.I. Bill and Pell Grants enabled Americans from across the income spectrum to attend college and the nation led the world in the percentage of young adults with baccalaureate degrees. Yet since 1980, progress has stalled. Young adults from low to middle income families are not much more likely to graduate from college than four decades ago. When less advantaged students do attend, they are largely sequestered into inferior and often profit-driven institutions, from which many emerge without degrees—and shouldering crushing levels of debt. In Degrees of Inequality, acclaimed political scientist Suzanne Mettler explains why the system has gone so horribly wrong and why the American Dream is increasingly out of reach for so many. In her eye-opening account, she illuminates how political partisanship has overshadowed America’s commitment to equal access to higher education. As politicians capitulate to corporate interests, owners of for-profit colleges benefit, but for far too many students, higher education leaves them with little besides crippling student loan debt. Meanwhile, the nation’s public universities have shifted the burden of rising costs onto students. In an era when a college degree is more linked than ever before to individual—and societal—well-being, these pressures conspire to make it increasingly difficult for students to stay in school long enough to graduate. By abandoning their commitment to students, politicians are imperiling our highest ideals as a nation. Degrees of Inequality offers an impassioned call to reform a higher education system that has come to exacerbate, rather than mitigate, socioeconomic inequality in America.
