This book re-imagines expert authority for an age of critical citizens, and shows how expertise can contribute in a deliberative system.

"Democracies have a problem with expertise. Expert knowledge both mediates and facilitates public apprehension of problems, yet it also threatens to exclude the public from consequential judgments and decisions located in technical domains. This book asks: how can we have inclusion without collapsing the very concept of expertise? How can public judgment be engaged in expert practices in a way that does not reduce to populism? Drawing on deliberative democratic theory and social studies of science, Critical Elitism argues that expert authoritydepends ultimately on the exercise of public judgment in a context in which there are live possibilities for protest, opposition and scrutiny. This account points to new ways of looking at the role of civil society, expert institutions, and democratic innovations in the constitution of expert authority within democratic systems. Using the example of climate science, Critical Elitism highlights not only the risks but also the benefits of contesting expertise"--

Democracies have a problem with expertise. Expert knowledge both mediates and facilitates public apprehension of problems, yet it also threatens to exclude the public from consequential judgments and decisions located in technical domains. This book asks: how can we have inclusion without collapsing the very concept of expertise? How can public judgment be engaged in expert practices in a way that does not reduce to populism? Drawing on deliberative democratic theory and social studies of science, Critical Elitism argues that expert authority depends ultimately on the exercise of public judgment in a context in which there are live possibilities for protest, opposition and scrutiny. This account points to new ways of looking at the role of civil society, expert institutions, and democratic innovations in the constitution of expert authority within democratic systems. Using the example of climate science, Critical Elitism highlights not only the risks but also the benefits of contesting expertise.

Education and Elitism discusses polemical debates around privilege, private schools, elitist universities, equal access to education and underlying notions of fairness. The overarching question that runs through the book is about the future of education worldwide: how can schools and universities tread the tightrope between access and quality? This book investigates the philosophical positions that characterize elitism and anti-elitism to establish three types: meritocratic, plutocratic and cultural. These types of elitism (and their counter-positions) are used as reference points throughout the book's analysis of successive educational themes. The conclusion leads to suggestions that bridge the worlds of elitism and egalitarianism worldwide. The book covers critical questions related to the sociology and philosophy of education with particular focus on contemporary disruptors to education such as the COVID-19 pandemic and protest movements for social justice. With an attempt to offer readers an objective overview, this book will be an excellent compendium for students, academics, and researchers of the sociology of education, education policy and comparative education. It will also be of interest toschool leaders, university provosts and professionals working in curriculum design.

“Identity politics” is everywhere, polarizing discourse from the campaign trail to the classroom and amplifying antagonisms in the media, both online and off. But the compulsively referenced phrase bears little resemblance to the concept as first introduced by the radical Black feminist Combahee River Collective. While the Collective articulated a political viewpoint grounded in their own position as Black lesbians with the explicit aim of building solidarity across lines of difference, identity politics is now frequently weaponized as a means of closing ranks around ever-narrower conceptions of group interests. But the trouble, Olúfẹ́mi O. Táíwò deftly argues, is not with identity politics itself. Through a substantive engagement with the global Black radical tradition and a critical understanding of racial capitalism, Táíwò identifies the process by which a radical concept can be stripped of its political substance and liberatory potential by becoming the victim of elite capture—deployed by political, social, and economic elites in the service of their own interests. Táíwò’s crucial intervention both elucidates this complex process and helps us move beyond a binary of “class” vs. “race.” By rejecting elitist identity politics in favor of a constructive politics of radical solidarity, he advances the possibility of organizing across our differences in the urgent struggle for a better world.

Joseph Schumpeter's competitive theory of democracy often labeled democratic elitism - has struck many as an apt and insightful description of how representative democracy works, even though convinced democrats detect an elitist thrust they find disturbing. But neither Schumpeter nor subsequent defenders of democratic elitism have paid enough attention to actual behaviors of leaders and elites. Attention has been riveted on how adequately democratic elitism captures the relationship between governors and governed in its insistence that competitive elections prevent the relationship from being one-way, that is, leaders and elites largely unaccountable to passive and submissive voters. Why and how leaders and elites create and sustain competitive elections, what happens if their competitions become excessively stage-managed or belligerent how, in short, leaders and elites really act - are some of the issues this book addresses.

A trenchant critique of failure and opportunism across the political spectrum, American Idyll argues that social mobility, once a revered hallmark of American society, has ebbed, as higher education has become a mechanistic process for efficient sorting that has more to do with class formation than anything else. Academic freedom and aesthetic education are reserved for high-scoring, privileged students and vocational education is the only option for economically marginal ones. Throughout most of American history, antielitist sentiment was reserved for attacks against an entrenched aristocracy or rapacious plutocracy, but it has now become a revolt against meritocracy itself, directed against what insurgents see as a ruling class of credentialed elites with degrees from exclusive academic institutions. Catherine Liu reveals that, within the academy and stemming from the relatively new discipline of cultural studies, animosity against expertise has animated much of the Left’s cultural criticism. By unpacking the disciplinary formation and academic ambitions of American cultural studies, Liu uncovers the genealogy of the current antielitism, placing the populism that dominates headlines within a broad historical context. In the process, she emphasizes the relevance of the historical origins of populist revolt against finance capital and its political influence. American Idyll reveals the unlikely alliance between American pragmatism and proponents of the Frankfurt School and argues for the importance of broad frames of historical thinking in encouraging robust academic debate within democratic institutions. In a bold thought experiment that revives and defends Richard Hofstadter’s theories of anti-intellectualism in American life, Liu asks, What if cultural populism had been the consensus politics of the past three decades? American Idyll shows that recent antielitism does nothing to redress the source of its discontent—namely, growing economic inequality and diminishing social mobility. Instead, pseudopopulist rage, in conservative and countercultural forms alike, has been transformed into resentment, content merely to take down allegedly elitist cultural forms without questioning the real political and economic consolidation of powers that has taken place in America during the past thirty years.

In Deliberative Freedom, Christian F. Rostbøll accepts the common belief that democracy and freedom are intimately related, but he sees this relationship in a new and challenging way. Rostbøll argues that deliberative democracy is normatively committed to multiple dimensions of freedom, and that this, in turn, makes it a distinct model of democracy. He presents a new version of deliberative democracy that rejects the prevailing synthesis of Habermasian critical theory and Rawlsian political liberalism, and contends that this synthesis obscures and neglects important concerns in terms of freedom and emancipation. In addition, Rostbøll explores how the many dimensions of freedom supply a new and fruitful way to address issues such as paternalism, elitism, rationalism, and neutrality.

Black & white print. American Government 3e aligns with the topics and objectives of many government courses. Faculty involved in the project have endeavored to make government workings, issues, debates, and impacts meaningful and memorable to students while maintaining the conceptual coverage and rigor inherent in the subject. With this objective in mind, the content of this textbook has been developed and arranged to provide a logical progression from the fundamental principles of institutional design at the founding, to avenues of political participation, to thorough coverage of the political structures that constitute American government. The book builds upon what students have already learned and emphasizes connections between topics as well as between theory and applications. The goal of each section is to enable students not just to recognize concepts, but to work with them in ways that will be useful in later courses, future careers, and as engaged citizens. In order to help students understand the ways that government, society, and individuals interconnect, the revision includes more examples and details regarding the lived experiences of diverse groups and communities within the United States. The authors and reviewers sought to strike a balance between confronting the negative and harmful elements of American government, history, and current events, while demonstrating progress in overcoming them. In doing so, the approach seeks to provide instructors with ample opportunities to open discussions, extend and update concepts, and drive deeper engagement.