To truly understand the substance and value of any great philosopher’s work, students must examine political theory against the backdrop of history, the surrounding literature, and the individual theorist’s views on human nature and rational motivation. In this third edition of his classic text, Edward Portis provides students with the framework they need to fully appreciate the original texts they are reading and apply the concepts they are learning. Fully updated since the previous edition almost a decade ago, Portis expands his coverage to include a complete chapter on Max Weber. Further, Portis strengthens his lucid introductions to the greatest theorists of Western political thought, proving them indispensable guides for both the politically engaged citizen and the practicing social scientist. He also provides suggestions, updated for this edition, for further reading in political theory.

This work asserts the necessity of studying the works of seminal thinkers of the past in order to comprehend and articulate the fundamental theoretical assumptions that underlie all political behaviour. The author explains that what the classic thinkers offer to practicing political scientists and students alike are conceptual options, alternatives to one another and to the unstated conventional wisdom of our cultural context, tools for the clarification of one's own thought and observations of contemporary phenomena.

"The unending tragedy of Reconstruction," wrote W. E. B. Du Bois, "is the utter inability of the American mind to grasp its... national and worldwide implications." And yet the long shadow of Reconstruction's failure has loomed large in the American imagination, serving as a parable of race and democracy both at home and abroad. In Reconstructing the World Harilaos Stecopoulos looks at an array of American writers who, over the course of the twentieth century, used the South as a touchstone for thinking about the nation's global ambitions. Focusing on the lives and writings of Charles Chesnutt, Thomas Dixon, James Weldon Johnson, W. E. B. Du Bois, Carson McCullers, William Faulkner, Richard Wright, and Alice Walker, he shows the ways in which these public intellectuals viewed the U.S. South in international terms and questioned the relationship between domestic inequality and a quest for global power.By examining "big stick" diplomacy, World War II, and the Vietnam War in light of regional domestic concerns, Stecopoulos urges a reassessment of the American Century. Providing new interpretations of literary works both well-known (Johnson's The Autobiography of an Ex-Colored Man, McCullers's The Member of the Wedding) and marginal (Dixon's The Leopard's Spots, Du Bois's Dark Princess), Stecopoulos argues that the South played a crucial role in mediating between the national and imperial concerns of the United States. That intersection of region and empire, he contends, profoundly influenced how Americans understood not only cultural and political geographies but also issues of race and ethnicity.

Although the importance of slavery to Greek society has long been recognised, most studies have primarily drawn upon representations of slaves as sources of evidence for the historical institution, while there has been little consideration of what the representations can tell us about how the Greeks perceived slaves and why. Although historical reality clearly played a part in the way slaves were represented, Reconstructing the Slave stresses that this was not the primary purpose of these images, which reveal more about how slave-owners perceived or wanted to perceive slaves than the reality of slavery. Through an examination of lexical, visual and literary representations of slaves, the book considers how the image of the slave was used to justify, reinforce and naturalize slavery in ancient Greece.

An incisive examination of how black leaders reinvented the history of Chicago's Bronzeville neighborhood in ways that sanitized the brutal elements of life under Jim Crow develops a new way to understand the political significance of race today. Simultaneous.

Presents the history of America from the earliest times of the Native Americans to the Clinton administration.

“An urgent manifesto for the reconstruction of democratic belonging in our troubled times.” —Davide Panagia Across the world, democracies are suffering from a disconnect between the people and political elites. In communities where jobs and industry are scarce, many feel the government is incapable of understanding their needs or addressing their problems. The resulting frustration has fueled the success of destabilizing demagogues. To reverse this pattern and restore responsible government, we need to reinvigorate democracy at the local level. But what does that mean? Drawing on examples of successful community building in cities large and small, from a shrinking village in rural Austria to a neglected section of San Diego, Reconstructing Democracy makes a powerful case for re-engaging citizens. It highlights innovative grassroots projects and shows how local activists can form alliances and discover their own power to solve problems.

Published in association with Phoenix Art Museum and Center for Creative Photography.

The First World War mangled faces, blew away limbs, and ruined nerves. Ten million dead, twenty million severe casualties, and eight million people with permanent disabilities - modern war inflicted pain and suffering with unsparing, mechanical efficiency. However, such horror was not the entire story. People also rebuilt their lives, their communities, and their bodies. From the ashes of war rose beauty, eroticism, and the promise of utopia. Ana Carden-Coyne investigates the cultures of resilience and the institutions of reconstruction in Britain, Australia, and the United States. Immersed in efforts to heal the consequences of violence and triumph over adversity, reconstruction inspired politicians, professionals, and individuals to transform themselves and their societies. Bodies were not to remain locked away as tortured memories. Instead, they became the subjects of outspoken debate, the objects of rehabilitation, and commodities of desire in global industries. Governments, physicians, beauty and body therapists, monument designers and visual artists looked to classicism and modernism as the tools for rebuilding civilization and its citizens. What better response to loss of life, limb, and mind than a body reconstructed?

One of the leading historians of education in the United States here develops a powerful interpretation of the uses of history in educational reform and of the relations among democracy, education, and the capitalist state. Michael Katz discusses the reshaping of American education from three perspectives. First is the perspective of history: How did American education take shape? The second is that of reform: What can a historian say about recent criticisms and proposals for improvement? The third is that of historiography: What drives the politics of educational history? Katz shows how the reconstruction of America’s educational past can be used as a framework for thinking about current reform. Contemporary concepts such as public education, institutional structures such as the multiversity, and modern organizational forms such as bureaucracy all originated as solutions to problems of public policy. The petrifaction of these historical products—which are neither inevitable nor immutable—has become, Katz maintains, one of the mighty obstacles to change. The book’s central questions are as much ethical and political as they are practical. How do we assess the relative importance of efficiency and responsiveness in educational institutions? Whom do we really want institutions to serve? Are we prepared to alter institutions and policies that contradict fundamental political principles? Why have some reform strategies consistently failed? On what models should institutions be based? Should schools and universities be further assimilated to the marketplace and the state? Katz’s iconoclastic treatment of these issues, vividly and clearly written, will be of interest to both specialists and general readers. Like his earlier classic, The Irony of Early School Reform (1968), this book will set a fresh agenda for debate in the field.