“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 much admired school system of 19th-century Germany served as a model for the educational systems of many other countries, including Britain and the United States. In this illuminating study of German primary schools, Lamberti examines an educational tradition that was the object of wide emulation, but which was often misinterpreted by its admirers. Lamberti also explores the political significance of German educational policies in the Kulturkampf, in the suppression of Polish nationalism in the eastern provinces, and more generally in the struggle between the competing strands of liberalism and authoritarianism in the German state.

In this monograph, Lili Yang compares core ideas about the state, society, and higher education in two major world traditions. She explores the broad cultural and philosophical ideas underlying the public good of higher education in the two traditions, reveals their different social imaginaries, and works through five areas where higher education intersects with the individual, society, the state, and the world, intersections understood in contrasting ways in each tradition. The five key themes are: individual student development in higher education, equity in higher education, academic freedom and university autonomy, the resources and outcomes of higher education, and cross-border higher education activities and higher education's global outcomes. In exploring the similarities, Yang highlights important meeting points between the two world views, with the potential to contribute to the mutual understanding and cooperation across cultures.

*How should education be organized in pluralistic and multicultural societies? *What are the roles in education of civil society, markets, governments, and the family? *How can the idea of the civil society help to reorient education policy discussions that are sometimes stuck in either-or juxtapositions of "market versus government" or "individualism versus communitarianism?" *What are some of the traditions of civil society--across countries and across history--that educators and policymakers today can revive or build on? These questions are at the center of this book. Its goal is to understand how we can accommodate cultural, ethnic, and religious pluralism in a political and conceptual framework that is sufficiently flexible to combine choice with equity, a commitment to a shared civil and political culture with openness to exploring and affirming the distinct ethnicity, race, creed, or culture of different groups. To address these questions, the authors take up the notion of the civil society, an idea that has experienced a popular and scholarly revival in recent years as numerous citizens, action groups, political philosophers, and social scientists make the case that only a democratic civil society can sustain a democratic state. The implications of this development for education have to date been very little explored. This book is a step toward addressing this gap. Going beyond simple juxtapositions of "market versus government" in education reform, the book as a whole develops an integrative perspective informed by the idea of the civil society. It combines current policy issues with a look at their historical development, and evaluates U.S. educational policy in the context of a range of international cases. The authors--education scholars, sociologists, economists, historians, and philosophers-- explore from diverse disciplinary, political, and philosophical points of view, the potential of the civil society and civic associations for education. At the same time, they share the hope that a thorough reconsideration of the role of the state, the market, and the civil society will help to energize ongoing experiments with charter schools, voucher schemes, and a variety of other plans to increase educational and school autonomy.

EMPIRE, STATE, AND SOCIETY “This book captures the broad-sweep of modern British history. Bronstein and Harris’s narrative is distinguished by its comprehensive coverage, readability, and sure judgment. It is an excellent book.” James Epstein, Vanderbilt University “This is a well-structured and gracefully written textbook that undergraduates at American universities and colleges should find highly accessible. It integrates recent scholarly trends into a compelling narrative that brings together metropolitan and imperial themes. These themes are illuminated by well-chosen anecdotes that make them come alive. Bronstein and Harris have provided an excellent introduction to modern Britain and its Empire, and one that deserves a wide readership.” Phil Harling, University of Kentucky In the nineteenth century, Great Britain was a world-recognized superpower. Tremendous economic growth fostered a daunting formal empire, global networks of trade and investment, and a formidable military. By the late twentieth century this position of dominance had eroded significantly under the stress of two world wars, rising nationalist movements, shifting geopolitics, and the transformation to a post-industrial economy. As Britain adjusts to her new place in the post-colonial world, Empire, State, and Society assesses the external and internal forces behind these transformations. The authors draw on the most recent scholarship to give due importance to social, economic, and cultural changes as well as politics and international diplomacy. Divided into chapters both chronologically and thematically, Empire, State, and Society enables detailed exploration of issues such as race, gender, religion, and the environment. In doing so, the book provides an accessible, comprehensive, and balanced introduction to British history.

The exact place of the family in a healthy political community, and the appropriate way to sustain it, are profoundly complicated and difficult questions. The distinguished contributors to this book endeavor to provide some answers. The first part of the book explores what is distinctive in the current situation of the family, and offers both optimistic and pessimistic assessments of the family in our time, as well as a historical overview. In the second part, authors look at the family today; demographics, economics, and social pathologies are all discussed. Part three offers analysis of the family and American law, especially the law of divorce, and the fourth part deals with the relationship between the family and two profoundly important facets of the structural framework of American life: our capitalist economic system and the cultural power of the media. Finally, the fifth part surveys the various areas of public policy, and concludes by asking whether, and what, public policy can do for the family. This is an important book for sociologists, legal scholars, political scientists, educators, and anyone concerned about the state of the family in America today.

This brief, interpretive history of American schooling focuses on the evolving relationship between education and social change. Like its predecessors, this new edition investigates the impact of social forces such as industrialization, urbanization, immigration, and cultural conflict on the development of schools and other educational institutions. It also examines the various ways that schools have contributed to social change, particularly in enhancing the status and accomplishments of certain social groups and not others. Detailed accounts of the experiences of women and minority groups in American history consider how their lives have been affected by education at key points in the past. Updates to this edition A revised final chapter updated to include recent changes in educational politics, finance, policy, and a shifting federal policy context Enhanced coverage and new conceptual frames for understanding the experiences of women and people of color in the midst of social change Edited throughout to update information and sources regarding the history of American education and related processes of social transformation in the nation’s past

Includes abstracts of magazine articles and "Book reviews".

Bold new essays on Germany's critical Kaiserreich period.