Sets forth and examines the challenge of restoring health to society and its democratic institutions.

A series of culture wars are being fought in America today; Lerner, Nagai, and Rothman contend that one key battleground is the nation's high school texts. The authors argue that today's textbook controversies, as exemplified in the proposed National Standards for the Study of United States and World History, reflect changes in American public philosophy and the education profession. Conventional wisdom among students of the curriculum is that the major threat to freedom of the schools comes from the religious right. While this may have been true at one time, Lerner, Nagai, and Rothman assert that the major thrust today involves the imposition on schools of the ideology of particular groups that seek to use education as a mechanism for changing society. They document the growing influence of these groups, and their supporters among educators, through an extensive quantitative content analysis of leading high school history texts over the past 40 years and a historical analysis of how this outlook and the willingness to impose it became part of educators' conventional wisdom. The authors document the growing influence of these groups, and their supporters among educators, in two ways. First, they present an extensive quantitative content analysis of leading high school history texts over the past 40 years, demonstrating in detail the feminist and multicultural perspectives that have come to dominate them. Second, they provide a historical analysis of how this outlook and the willingness to impose it became part of educators' conventional wisdom, tracing current policies back to the influence of the Progressive education movement led by John Dewey. This controversial book will be of exceptional interest to the general public as well as to researchers and students of education, public policy, and American intellectual history.

"By closely examining a variety of Protestant schools, education expert Steven Vryhof uncovers the complexities, subtleties, and nuances of faith-based education that often elude those concerned only with producing higher test scores, a "moral environment," or a competitive workforce. Through candid interviews with parents of children in faith-based schools, Vryhof also answers questions that other interested parents may have about the benefits of faith-based education for their own children."--Jacket.

How has the Japanese government persuaded its citizens to save substantial portions of their incomes? And to care for the elderly within the family? How did the public come to support legalized prostitution as in the national interest? What roles have women's groups played in Japan's "economic miracle"? What actually unites the Japanese to achieve so many economic and social goals that have eluded other polities? Here Sheldon Garon helps us to understand this mobilizing spirit as he taps into the intimate relationships everyday Japanese have with their government. To an extent inconceivable to most Westerners, state directives trickle into homes, religious groups, and even into individuals' sex lives, where they are frequently welcomed by the Japanese and reinforced by their neighbors. In a series of five compelling case studies, Garon demonstrates how average citizens have cooperated with government officials in the areas of welfare, prostitution, and household savings, and in controlling religious "cults" and promoting the political participation of women. The state's success in creating a nation of activists began before World War II, and has hinged on campaigns that mobilize the people behind various policies and encourage their involvement at the local level. For example, neighborhoods have been socially managed on a volunteer basis by small-business owners and housewives, who strive to rid their locales of indolence and to contain welfare costs. The story behind the state regulation of prostitution is a more turbulent one in which many lauded the flourishing brothels for preserving Japanese tradition and strengthening the "family system," while others condemned the sexual enslavement of young women. In each case, we see Japanese citizens working closely with the state to recreate "community" and shape the thought and behavior of fellow citizens. The policies often originate at the top, but in the hands of activists they take on added vigor. This phenomenon, which challenges the conventional dichotomy of the "state" versus the "people," is well worth exploring as Western governments consider how best to manage their own changing societies.

"Cultivating Citizens rethinks the aesthetics and politics of regionalism in the United States during the 1930s and 1940s. During this period, painters Grant Wood, Thomas Hart Benton, and John Steuart Curry formed a loose alliance as American Regionalists. Some lauded their depictions of the rural landscape and hardworking inhabitants of America's midwestern heartland. Others deemed Regionalist painting dangerous, regarding its easily understood realism as a vehicle for jingoism, chauvinism, and even fascism. Cultivating Citizens shifts the terms of this ongoing debate over subject matter and style by considering heretofore neglected Regionalist programs of art education and concepts of artistic labor."--Provided by publisher.

Smith argues that citizenship creation and expansion is a pivotal part of political contestation in Africa today. Citizenship is a powerful analytical tool to approach political life in contemporary Africa because the institutional and structural reforms of the past two decades have been inextricably linked with the battle over the 'right to have rights'. Professor Lahra Smith's work advances the notion of meaningful citizenship, referring to the ways in which rights are exercised, or the effective practice of citizenship. Using data from Ethiopia and developing a historically informed study of language policy, ethnicity and gender identities, Smith analyzes the contestation over citizenship that engages the state, social movements and individuals in substantive ways. By combining original data on language policy in contemporary Ethiopia with detailed historical study and a focus on ethnicity, citizenship and gender, this work brings a fresh approach to Ethiopian political development and contemporary citizenship concerns across Africa.

How free-market fundamentalists have shifted the focus of higher education to competition, metrics, consumer demand, and return on investment, and why we should change this. A new philosophy of higher education has taken hold in institutions around the world. Its supporters disavow the pursuit of knowledge for its own sake and argue that the only knowledge worth pursuing is that with more or less immediate market value. Every other kind of learning is downgraded, its budget cut. In Knowledge for Sale, Lawrence Busch challenges this market-driven approach. The rationale for the current thinking, Busch explains, comes from neoliberal economics, which calls for reorganizing society around the needs of the market. The market-influenced changes to higher education include shifting the cost of education from the state to the individual, turning education from a public good to a private good subject to consumer demand; redefining higher education as a search for the highest-paying job; and turning scholarly research into a competition based on metrics including number of citations and value of grants. Students, administrators, and scholars have begun to think of themselves as economic actors rather than seekers of knowledge. Arguing for active resistance to this takeover, Busch urges us to burst the neoliberal bubble, to imagine a future not dictated by the market, a future in which there is a more educated citizenry and in which the old dichotomies—market and state, nature and culture, and equality and liberty—break down. In this future, universities value learning and not training, scholarship grapples with society's most pressing problems rather than quick fixes for corporate interests, and democracy is enriched by its educated and engaged citizens.