Taking a broadly Marxist approach, Confronting the Democratic Discourse of Librarianship traces the connections between library history and the larger history of capitalist development.

Public Libraries and Marxism provides a Marxist analytical framework for understanding public libraries and presents a set of proposals for transforming the capitalist libraries of today. Evaluating the strengths and weaknesses of this Marxist framework, the authors also provide a critical examination of the history, theory and practice of libraries in the Soviet Union and North Korea. Considering what a Marxist library service would look like in the Western capitalist countries of today, Pateman and Pateman synthesise the insights provided throughout the book into a set of Marxist proposals designed to promote the transformation of contemporary Western public librarianship. These proposals suggest how Western public libraries can change their organisation and practices – their strategies, structures, systems and culture – in order to best serve those with the most needs, particularly as society evolves in response to new challenges. Public Libraries and Marxism will be relevant for scholars and students of library and information science, history, politics and sociology. Outlining the rudiments of a Marxist library service that should be applicable around the world, the book will also appeal to library practitioners who want to develop libraries in a community-led and needs-based direction.

With a groundbreaking, interdisciplinary approach to German political and social theory, Confronting Mass Democracy and Industrial Technology provides fresh insight into the thought of many of the most influential intellectual figures of the twentieth century. Its essays detail the manner in which a wide range of German intellectuals grappled with the ramifications and implications of democracy, technology, knowledge, and control from the late Kaisserreich to the Weimar Republic, from the Third Reich and the Federal Republic through recently unified Germany. Scholars representing the fields of political science, philosophy, history, law, literature, and cultural studies devote essays to the work of Nietzsche, Weber, Heidegger, Lukács, Schmitt, Marcuse, Adorno, and Habermas. They also discuss the writings of such figures as Brecht and Freud, who are not primarily thought of as political theorists, and explore the thought of Helmut Plessner and reformist theorists from East Germany who have been little studied in the English language. In the process of debating the nature and responsibilities of the modern state in an era of mass politics, unparalleled military technology, capacity for surveillance, and global media presence, the contributors question whether technology is best understood as an instrument of human design and collective control or as an autonomous entity that not only has a will and life of its own but one that forms the very fabric of modern humanity. Contributors. Seyla Benhabib, Richard J. Bernstein, Peter C. Caldwell, Richard Dienst, David Dyzenhaus, Andrew Feenberg, Nancy S. Love, John P. McCormick, Jan-Werner Müller, Gia Pascarelli, William E. Scheuerman, Steven B. Smith, Tracy B. Strong, Richard Wolin

Libraries and the Global Retreat of Democracy focuses on how libraries coordinate their work in political and information literacy and how these efforts can be improved, the recommendations and examples within which will serve as inspiration and motivation to its readers.

Reflective dialogue asks us to pause before reacting, to ground ourselves in a sense of compassion for ourselves and others, and to use that grounding to open a space to listen and to speak with the goal of recognizing a shared humanity and appreciating difference. In four sections, Libraries Promoting Reflective Dialogue in a Time of Political Polarization explores the various ways in which librarians experience and respond to political polarization and its effects, both in our everyday work and in our professional communities.

Libraries and the Global Retreat of Democracy focuses on how libraries coordinate their work in political and information literacy and how these efforts can be improved, the recommendations and examples within which will serve as inspiration and motivation to its readers.

Plato isn’t exactly thought of as a champion of democracy, and perhaps even less as an important rhetorical theorist. In this book, James L. Kastely recasts Plato in just these lights, offering a vivid new reading of one of Plato’s most important works: the Republic. At heart, Kastely demonstrates, the Republic is a democratic epic poem and pioneering work in rhetorical theory. Examining issues of justice, communication, persuasion, and audience, he uncovers a seedbed of theoretical ideas that resonate all the way up to our contemporary democratic practices. As Kastely shows, the Republic begins with two interrelated crises: one rhetorical, one philosophical. In the first, democracy is defended by a discourse of justice, but no one can take this discourse seriously because no one can see—in a world where the powerful dominate the weak—how justice is a value in itself. That value must be found philosophically, but philosophy, as Plato and Socrates understand it, can reach only the very few. In order to reach its larger political audience, it must become rhetoric; it must become a persuasive part of the larger culture—which, at that time, meant epic poetry. Tracing how Plato and Socrates formulate this transformation in the Republic, Kastely isolates a crucial theory of persuasion that is central to how we talk together about justice and organize ourselves according to democratic principles.

This book examines the normative principles that guide the governance of education, in particular the notion of education as a public good. Determining whether this concept is still valid is a topic of growing importance, especially considering the phenomena of increasing privatisation and marketisation in the sector. The author posits that the prioritisation of economic aspects of education may lead to the weakening of the role of the State in ensuring equality of opportunity and social justice, and thus to a significant risk of considering education as merely a private, marketable good. The volume argues that considering education as a common good can lead to the strengthening of democratic and participatory approaches to educational governance, based on the recognition of education as a shared endeavour and responsibility. It will be of interest and value to students and scholars of education as a public good, social justice, and the wider neoliberalisation of the education sector.

"Analyzes the practice and meanings of democratic decision making through an extended case study of school board meetings in one western U.S. community. Argues that for communication conduct in local governance bodies, reasonable hostility is a more promising ideal than civility"--Provided by publisher.

From Democracy to Freedom grew out of years of dialogue between participants in social movements around the world. Exploring how recent uprisings have been catalyzed and limited by democratic discourse, From Democracy to Freedom explores the difference between government and self-determination, proposing new ways to understand what we�re doing when we make decisions together.