An ethnographic study of Indian democracy that shows how agrarian life creates values of citizenship and active engagement that are essential for the cultivation of democracy. Cultivating Democracy provides a compelling ethnographic analysis of the relationship between formal political institutions and everyday citizenship in rural India. Banerjee draws on deep engagement with the people and social life in two West Bengal villages from 1998-2013, during election campaigns and in the times between, to show how the micro-politics of their day-to-day life builds active engagement with the macro-politics of state and nation. Her sensitive analysis focuses on several "events" in the life of the villages shows how India's agrarian rural society helps create practices and conceptual space for these citizens to be effective participants in India's great democratic exercises. Specifically, she shows how the villagers' creative practices around their kinship, farming and religion, while navigating encounters with local communist cadres, constitute a vital and continuing cultivation of those republican virtues of cooperation, civility, solidarity and vigilance which the visionary Ambedkar considered essential for the success of Indian democracy. At a time when so much of that constitutional vision is under threat, this book provides a crucial scholarly rebuttal to all, on Right or Left, who dismiss rural citizens' political capacities and democratic values. This book will appeal to anyone interested in India's political culture and future, its rural society, or the continuing relevance of political anthropology.

"This book is an anthropological study of the relationship of formal political democracy and the cultivation of active citizenship in one particular rural setting in India, studied from 1998 to 2013. It draws on deep ethnographic engagement with the people and social life in two villages both during elections and in the time in between them, to show how these two temporalities connect. The analysis shows how an agrarian village society produces the social imaginaries required for democratic and republican values. The ethnographic microscope on a single paddy growing setting allows us to examine how the various social institutions of kinship, economy and religion are critical sites for the continual civic cultivation of cooperation, vigilance, redistribution, inviolate commitment and hope - values that are essential for democracy"--

Scholars across several social science disciplines have indicated that the behavior described by the term "civic engagement" is girded by a set of attitudes that show knowledge about, and positive evaluations of, government and politics. Drawing on extensive interviews with high school students from a variety of socioeconomic backgrounds, Cultivating Democracy examines the sources of those attitudes, including individual characteristics, and the qualities of local environments that shape the experiences of late adolescence. The authors gathered data on adolescent attitudes by interviewing students in a wide variety of locations, from Baltimore's inner city and suburbs to the most affluent communities in Montgomery County, Maryland. Focusing initially on attitudes toward ethnic diversity and immigration, the authors expanded their focus to the political socialization of young people, including patriotism and political knowledge and participation. The authors demonstrate how political socialization is shaped through the social messages presented to citizens by others. According to Gimpel, Lay, and Schuknecht, while formal education as a means of socializing youth is critically important, other useful means for communicating positive socializing messages, through political parties, elections, and the media, have been ignored. They recommend compensatory strategies to promote civic engagement among those who are at risk to be nonparticipants.

Grounded in philosophy from John Dewey and Maxine Greene, this book sheds light on difficulties and practicalities of examining culture and politics within the realm of interdisciplinary education. Providing both theoretical and concrete examples of the importance of a contemporary arts education, this book offers imaginative ways the arts and sciences intersect with democratic learning and civic engagement. Chapters focus on education in relation to diversity, apprenticeship, and civic engagement; neuroscience and cognition; urban aesthetic experience and learning; and science and art intelligence.

What does it mean to teach for human dignity? How does one do so? This practical book shows how the leaders at four urban public schools used a process called Descriptive Inquiry to create democratic schools that promote and protect human dignity. The authors argue that teachers must attend to who a child is and find a way to create classrooms that allow everyone to feel safe and express ideas. Responding to the perennial question of how to cultivate teachers, they offer an approach that attends to both ethical development and instructional methods. They also provide a way forward for school leaders seeking to listen to, and provide guidance for, their staff. At its core, Descriptive Inquiry in Teacher Practice champions a commitment to schools as places in which children, teachers, and leaders can learn how to live and work well together. Book Features: Illustrates how to take an inquiry stance toward the difficult issues that educators face every day.Examines how themes regularly addressed in foundations can be used to improve schools.Includes engaging portraits of progressive urban schools that showcase the qualities of the leaders that guide them.Demonstrates the power of a progressive and humanistic education for children of color and for those from lower-income backgrounds.

A passionate defense of the humanities from one of today's foremost public intellectuals 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.

How can higher education today create a community of critical thinkers and searchers for truth that transcends the boundaries of class, gender, and nation? Martha C. Nussbaum, philosopher and classicist, argues that contemporary curricular reform is already producing such “citizens of the world” in its advocacy of diverse forms of cross-cultural studies. Her vigorous defense of “the new education” is rooted in Seneca’s ideal of the citizen who scrutinizes tradition critically and who respects the ability to reason wherever it is found—in rich or poor, native or foreigner, female or male. Drawing on Socrates and the Stoics, Nussbaum establishes three core values of liberal education: critical self-examination, the ideal of the world citizen, and the development of the narrative imagination. Then, taking us into classrooms and campuses across the nation, including prominent research universities, small independent colleges, and religious institutions, she shows how these values are (and in some instances are not) being embodied in particular courses. She defends such burgeoning subject areas as gender, minority, and gay studies against charges of moral relativism and low standards, and underscores their dynamic and fundamental contribution to critical reasoning and world citizenship. For Nussbaum, liberal education is alive and well on American campuses in the late twentieth century. It is not only viable, promising, and constructive, but it is essential to a democratic society. Taking up the challenge of conservative critics of academe, she argues persuasively that sustained reform in the aim and content of liberal education is the most vital and invigorating force in higher education today.

Includes bibliographical references and index.

How are boundaries created between groups in society? And what do these boundaries have to do with social inequality? In this pioneering collection of original essays, a group of leading scholars helps set the agenda for the sociology of culture by exploring the factors that push us to segregate and integrate and the institutional arrangements that shape classification systems. Each examines the power of culture to shape our everyday lives as clearly as does economics, and studies the dimensions along which boundaries are frequently drawn. The essays cover four topic areas: the institutionalization of cultural categories, from morality to popular culture; the exclusionary effects of high culture, from musical tastes to the role of art museums; the role of ethnicity and gender in shaping symbolic boundaries; and the role of democracy in creating inclusion and exclusion. The contributors are Jeffrey Alexander, Nicola Beisel, Randall Collins, Diana Crane, Paul DiMaggio, Cynthia Fuchs Epstein, Joseph Gusfield, John R. Hall, David Halle, Richard A. Peterson, Albert Simkus, Alan Wolfe, and Vera Zolberg.

Scholars across several social science disciplines have indicated that the behavior described by the term "civic engagement" is girded by a set of attitudes that show knowledge about, and positive evaluations of, government and politics. Drawing on extensive interviews with high school students from a variety of socioeconomic backgrounds, Cultivating Democracy examines the sources of those attitudes, including individual characteristics, and the qualities of local environments that shape the experiences of late adolescence. The authors gathered data on adolescent attitudes by interviewing students in a wide variety of locations, from Baltimore's inner city and suburbs to the most affluent communities in Montgomery County, Maryland. Focusing initially on attitudes toward ethnic diversity and immigration, the authors expanded their focus to the political socialization of young people, including patriotism and political knowledge and participation. The authors demonstrate how political socialization is shaped through the social messages presented to citizens by others. According to Gimpel, Lay, and Schuknecht, while formal education as a means of socializing youth is critically important, other useful means for communicating positive socializing messages, through political parties, elections, and the media, have been ignored. They recommend compensatory strategies to promote civic engagement among those who are at risk to be nonparticipants.