That shift, Davies argues, was part of a broader transformation in political values that had devastating consequences for the Democratic Party in particular and for the cause of liberalism generally.

It is now beyond question that contemporary American politics is highly contentious and divided. We argue that deep disagreement over the idea of personal responsibility lies at the heart of this polarization. Republicans believe that individuals succeed or fail based on their own talents and efforts, while Democrats see a society where many individuals lack opportunity and are adversely affected by forces they cannot control. This fundamental difference drives American political conflict.

Competition and competitiveness are roundly celebrated as public values and key indicators of a dynamic and forward-thinking society. But the headlong embrace of competitive market principles, increasingly prevalent in our neoliberal age, often obscures the enduring divisiveness of a society set up to produce winners and losers. In this inspired and thoughtfully argued book, Andrew J. Douglas turns to the later writings of W. E. B. Du Bois to reevaluate the very terms of the competitive society. Situating Du Bois in relation to the Depression-era roots of contemporary neoliberal thinking, Douglas shows that into the 1930s Du Bois ratcheted up a race-conscious indictment of capitalism and liberal democracy and posed unsettling questions about how the compulsory pull of market relations breeds unequal outcomes and underwrites the perpetuation of racial animosities. Blending historical analysis with ethical and political theory, and casting new light on several aspects of Du Bois’s thinking, this book makes a compelling case that Du Bois’s sweeping disillusionment with Western liberalism is as timely now as ever.

As part of a re-examination of our societal values and obligations, this book focuses on illuminating the various meanings and issues of entitlement in relation to the basic needs of children in our society. Drawing on the perspectives of philosophy, law, education, sociology, child development, economics, and public health, the authors discuss the implications of their vision of entitlement for the well-being of America's children. The book also points out specific family and cultural contexts for the provision of entitlements for young children. And, finally, it turns our attention to the moral commitments needed to effect changes in policies and programs. In this way, the book provides valuable information for all who are trying to improve the nurture and education of America's children.

This second collection of perspectives on excessive teacher/faculty entitlement draws together authors from nine countries to address afresh the ‘conundrums’ affecting teaching and teacher education through the new lens afforded by the notion of excessive entitlement.

The main aim of this book is to develop and implement an innovative tool: exchange-entitlement mapping, or E-mapping for short. This tool enables us to look at the economic and social opportunities to develop human capabilities for different groups of individuals, depending on their group identity such as age, ethnicity or gender.

Understanding Excessive Teacher and Faculty Entitlement develops a body of professional knowledge by providing a deeper understanding of what manifests itself as 'excessive entitlement', by presenting a theoretical framework within which one can investigate issues and helps those concerned with education and teacher education.

Every academic discipline has an origin story complicit with white supremacy. Racial hierarchy and colonialism structured the very foundations of most disciplines’ research and teaching paradigms. In the early twentieth century, the academy faced rising opposition and correction, evident in the intervention of scholars including W. E. B. Du Bois, Zora Neale Hurston, Carter G. Woodson, and others. By the mid-twentieth century, education itself became a center in the struggle for social justice. Scholars mounted insurgent efforts to discredit some of the most odious intellectual defenses of white supremacy in academia, but the disciplines and their keepers remained unwilling to interrogate many of the racist foundations of their fields, instead embracing a framework of racial colorblindness as their default position. This book challenges scholars and students to see race again. Examining the racial histories and colorblindness in fields as diverse as social psychology, the law, musicology, literary studies, sociology, and gender studies, Seeing Race Again documents the profoundly contradictory role of the academy in constructing, naturalizing, and reproducing racial hierarchy. It shows how colorblindness compromises the capacity of disciplines to effectively respond to the wide set of contemporary political, economic, and social crises marking public life today.