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Compound Containment
A Reigning Power's Military-Economic Countermeasures against a Challenging Power
Dong Jung Kim
University of Michigan Press, 2022

When does a reigning great power of the international system supplement military containment of a challenging power by restricting its economic exchanges with that state? Scholars of great power politics have traditionally focused on examining a reigning power’s military containment of a challenging power. In direct contrast, Compound Containment demonstrates that these conventional studies are flawed without a sound understanding of the multilayered aspects of containment strategy in great power politics. Since economic capacity and military power are intimately linked to one another, countering a challenging power requires addressing both economic and military dimensions. Nonetheless, this nexus of security and economy in a reigning power’s response to a challenging power cannot be explained by traditional theories that dominate research in international security. Author Dong Jung Kim fills a gap in the scholarship on great power competition by investigating when a reigning power will make its military containment of a challenging power “compound” by simultaneously employing restrictive economic measures. Its main theoretical claims are corroborated by an analysis of key historical cases of reigning power-challenging power competition. This book also offers policy prescriptions for the United States by examining whether the United States is in a position to complement military containment of China with restrictive economic measures.

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From Kosovo to Kabul and Beyond
Human Rights and International Intervention
David Chandler
Pluto Press, 2006
'That the human rights rationale for interventionism is a genuine menace to human rights and to democracy is convincingly demonstrated in this fine book.'
Edward S. Herman

'Chandler deftly unpicks the hypocrisy and double standards behind our "ethical" bombing in the balkans and Asia.'
Independent

'Chandler's book is thorough and relentless in its critique of human rights consensus.'
Spiked

'David Chandler has emerged in recent years as one of Britain's foremost critics of the hypocrisy of human rights.'
The Spectator

This new and updated edition of David Chandler's acclaimed book takes a critical look at the way in which human rights issues have been brought to the fore in international affairs. The UN and Nato's new policy of interventionism--as shown in Iraq, Somalia, Bosnia, Kosovo and East Timor--has been hailed as part of a new 'ethical' approach to foreign policy. David Chandler offers a rigorous critique of this apparently benign shift in international relations to reveal the worrying political implications of a new human rights discourse. He asks why the West can now prioritise the rights of individuals over the traditional rights of state sovereignty, and why this shift has happened so quickly. Charting the development of a human rights-based foreign policy, he considers the theoretical problems of defining human rights and sets this within the changing framework of international law. Meticulous and compelling, From Kosovo to Kabul and Beyond offers a disturbing insight into the political implications of a human rights-led foreign policy, and the covert agenda that it conceals.

David Chandler is Professor of International Relations, Centre for the Study of Democracy, University of Westminster. He has written widely on democracy, human rights and international relations and is also the author of Bosnia: Faking Democracy After Dayton (Pluto Press, 1999/ 2000) and Constructing Global Civil Society: (2004), editor of Rethinking Human Rights: Critical Approaches to International Politics (2002) and Peace without Politics: Ten Years of State-Building in Bosnia (2005), and co-editor of Global Civil Society: Contested Futures (2005).

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Just Intervention
Anthony F. Lang Jr., Editor
Georgetown University Press, 2003

What obligations do nations have to protect citizens of other nations? As responsibility to our fellow human beings and to the stability of civilization over many years has ripened fully into a concept of a "just war," it follows naturally that the time has come to fill in the outlines of the realities and boundaries of what constitutes "just" humanitarian intervention.

Even before the world changed radically on September 11, policymakers, scholars, and activists were engaging in debates on this nettlesome issue—following that date, sovereignty, human rights, and intervention took on fine new distinctions, and questions arose: Should sovereignty prevent outside agents from interfering in the affairs of a state? What moral weight should we give to sovereignty and national borders? Do humanitarian "emergencies" justify the use of military force? Can the military be used for actions other than waging war? Can "national interest" justify intervention? Should we kill in order to save?

These are profound and troubling questions, and questions that the distinguished contributors of Just Intervention probe in all their complicated dimensions. Sohail Hashmi analyzes how Islamic tradition and Islamic states understand humanitarian intervention; Thomas Weiss strongly advocates the use of military force for humanitarian purposes in Yugoslavia; Martin Cook, Richard Caplan, and Julie Mertus query the use of force in Kosovo; Michael Barnett, drawing on his experience in the United Nations while it debated how best to respond to Rwandan genocide, discusses how international organizations may become hamstrung in the ability to use force due to bureaucratic inertia; and Anthony Lang ably envelopes these—and other complex issues—with a deft hand and contextual insight.

Highlighting some of the most significant issues in regard to humanitarian intervention, Just Intervention braves the treacherous moral landscape that now faces an increasingly unstable world. These contributions will help us make our way.

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Responsibility to Protect
From Principle to Practice
Edited by Julia Hoffmann and André Nollkaemper
Amsterdam University Press, 2012
The tragic events during the 1990s in Rwanda, Srebrenica, and Kosovo, as well as the recent crisis in Libya, have triggered a fundamental rethinking of the role and responsibility of the international community in regard to mass atrocities. The principle of the Responsibility to Protect maintains that although individual nations bear the brunt of the responsibility to guard against genocide, ethnic cleaning, and crimes against humanity within their boundaries, the international community must step in when the state is unable or unwilling to provide such protection. This book assesses to what extent the principle is grounded in international law and examines how international institutions, including the United Nations, can contribute to the aim of protecting victims in cases of mass atrocities.
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Making Endless War
The Vietnam and Arab-Israeli Conflicts in the History of International Law
Brian Cuddy and Victor Kattan, Editors
University of Michigan Press, 2023

Making Endless War is built on the premise that any attempt to understand how the content and function of the laws of war changed in the second half of the twentieth century should consider two major armed conflicts, fought on opposite edges of Asia, and the legal pathways that link them together across time and space. The Vietnam and Arab-Israeli conflicts have been particularly significant in the shaping and attempted remaking of international law from 1945 right through to the present day. This carefully curated collection of essays by lawyers, historians, philosophers, sociologists, and political geographers of war explores the significance of these two conflicts, including their impact on the politics and culture of the world’s most powerful nation, the United States of America. The volume foregrounds attempts to develop legal rationales for the continued waging of war after 1945 by moving beyond explaining the end of war as a legal institution, and toward understanding the attempted institutionalization of endless war.

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Drones and the Future of Armed Conflict
Ethical, Legal, and Strategic Implications
Edited by David Cortright, Rachel Fairhurst, and Kristen Wall
University of Chicago Press, 2015
During the past decade, armed drones have entered the American military arsenal as a core tactic for countering terrorism. When coupled with access to reliable information, they make it possible to deploy lethal force accurately across borders while keeping one’s own soldiers out of harm’s way. The potential to direct force with great precision also offers the possibility of reducing harm to civilians. At the same time, because drones eliminate some of the traditional constraints on the use of force—like the need to gain political support for full mobilization—they lower the threshold for launching military strikes. The development of drone use capacity across dozens of countries increases the need for global standards on the use of these weapons to assure that their deployment is strategically wise and ethically and legally sound.

Presenting a robust conversation among leading scholars in the areas of international legal standards, counterterrorism strategy, humanitarian law, and the ethics of force, Drones and the Future of Armed Conflict takes account of current American drone campaigns and the developing legal, ethical, and strategic implications of this new way of warfare. Among the contributions to this volume are a thorough examination of the American government’s legal justifications for the targeting of enemies using drones, an analysis of American drone campaigns’ notable successes and failures, and a discussion of the linked issues of human rights, freedom of information, and government accountability.
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Making Whole What Has Been Smashed
On Reparations Politics
Torpey, John
Rutgers University Press, 2017
Making Whole What Has Been Smashed explores the spread in recent years of political efforts to rectify injustices handed down from the past. Although it recognizes that campaigns for reparations may lead to an improvement in the well-being of victims of mistreatment by states and to reconciliation among former antagonists, this timely book, featuring a new and updated preface, examines the extent to which the concern with the past may represent a departure from the traditionally future-oriented stance of progressive politics. 

Viewing the search for “coming to terms with the past” as a form of politics, John Torpey argues that there are major differences between reparations for the living victims of past wrongdoing and reparations for the descendants of such victims. More fundamentally, he argues that claims for reparations comprise a relatively novel kind of politics that involves a quest for symbolic recognition and material compensation for those seeking them—through the idiom of the past rather than the present. This reissue is the first paperback edition and contains a new preface by the author.
 
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Making Whole What Has Been Smashed
On Reparations Politics
John Torpey
Harvard University Press, 2017
This book explores the spread in recent years of political efforts to rectify injustices handed down from the past. Although it recognizes that campaigns for reparations may lead to an improvement in the well-being of victims of mistreatment by states and to reconciliation among former antagonists, it examines the extent to which the concern with the past may represent a departure from the traditionally future-oriented stance of progressive politics. Viewing the search for "coming to terms with the past" as a form of politics, it argues that there are major differences between reparations for the living victims of past wrongdoing and reparations for the descendants of such victims. More fundamentally, it argues that claims for reparations comprise a relatively novel kind of politics that involves a quest for symbolic recognition and material compensation for those seeking them--through the idiom of the past rather than the present. The prominent role of lawyers in such politics speaks to a larger trend toward the "juridification of politics" that often has problematic consequences for these campaigns. Concerns to right the wrongs of the past, the book concludes, may distract from the fight to overcome contemporary injustices.
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The Work of Rape
Rana M. Jaleel
Duke University Press, 2021
In The Work of Rape Rana M. Jaleel argues that the redefinition of sexual violence within international law as a war crime, crime against humanity, and genocide owes a disturbing and unacknowledged debt to power and knowledge achieved from racial, imperial, and settler colonial domination. Prioritizing critiques of racial capitalism from women of color, Indigenous, queer, trans, and Global South perspectives, Jaleel reorients how violence is socially defined and distributed through legal definitions of rape. From Cold War conflicts in Latin America, the 1990s ethnic wars in Rwanda and Yugoslavia, and the War on Terror to ongoing debates about sexual assault on college campuses, Jaleel considers how legal and social iterations of rape and the terms that define it—consent, force, coercion—are unstable indexes and abstractions of social difference that mediate racial and colonial positionalities. Jaleel traces how post-Cold War orders of global security and governance simultaneously transform the meaning of sexualized violence, extend US empire, and disavow legacies of enslavement, Indigenous dispossession, and racialized violence within the United States.

Duke University Press Scholars of Color First Book Award recipient
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The Politics of Genocide
From the Genocide Convention to the Responsibility to Protect
Jeffrey S. Bachman
Rutgers University Press, 2022
Beginning with the negotiations that concluded with the unanimous adoption of the United Nations Convention on the Prevention and Punishment of the Crime of Genocide on December 9, 1948, and extending to the present day, the United States, Soviet Union/Russia, China, United Kingdom, and France have put forth great effort to ensure that they will not be implicated in the crime of genocide. If this were to fail, they have also ensured that holding any of them accountable for genocide will be practically impossible. By situating genocide prevention in a system of territorial jurisdiction; by excluding protection for political groups and acts constituting cultural genocide from the Genocide Convention; by controlling when genocide is meaningfully named at the Security Council; and by pointing the responsibility to protect in directions away from any of the P-5, they have achieved what can only be described as practical impunity for genocide. The Politics of Genocide is the first book to explicitly demonstrate how the permanent member nations have exploited the Genocide Convention to isolate themselves from the reach of the law, marking them as "outlaw states."
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Outlawing Genocide Denial
The Dilemmas of Official Historical Truth
Guenter Lewy
University of Utah Press, 2014
Historian and political scientist Guenter Lewy is no stranger to the topic of genocide nor to exploring controversial issues. His penchant for approaching topics from contentious angles continues in Outlawing Genocide Denial, as he scrutinizes the practice of criminalizing genocide denial.
 
Holocaust denial can be viewed as another form of hatred against the Jews and preventing it can be understood as a form of warding off hate speech. Germany has made it a crime punishable by law. Other European countries have similar laws. While the rationale for such laws seems reasonable, Lewy asks readers to look again and to consider carefully the dangers that these laws could present. His discussion neither dismisses the ramifications of genocide denial nor justifies it; he instead looks closely at the possible risks of government-enforced interpretations of history.
 
Outlawing genocide denial sets a precedent of allowing governments to dictate historical truth and how events should be interpreted. Such government restrictions can be counterproductive in a democratic society which values freedom of speech. Lewy examines these and related ideas through the analysis of historical and current examples. He posits his own conclusion but leaves it up to readers to view the evidence and arguments and form their own opinions.
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A Rhetorical Crime
Genocide in the Geopolitical Discourse of the Cold War
Weiss-Wendt, Anton
Rutgers University Press, 2018
The Genocide Convention was drafted by the United Nations in the late 1940s, as a response to the horrors of the Second World War. But was the Genocide Convention truly effective at achieving its humanitarian aims, or did it merely exacerbate the divisive rhetoric of Cold War geopolitics?

A Rhetorical Crime shows how genocide morphed from a legal concept into a political discourse used in propaganda battles between the United States and the Soviet Union. Over the course of the Cold War era, nearly eighty countries were accused of genocide, and yet there were few real-time interventions to stop the atrocities committed by genocidal regimes like the Cambodian Khmer Rouge. 

Renowned genocide scholar Anton Weiss-Wendt employs a unique comparative approach, analyzing the statements of Soviet and American politicians, historians, and legal scholars in order to deduce why their moral posturing far exceeded their humanitarian action.  
 
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The First Global Prosecutor
Promise and Constraints
Martha Minow, C. Cora True-Frost, and Alex Whiting, editors
University of Michigan Press, 2015
The establishment of the International Criminal Court (ICC) gave rise to the first permanent Office of the Prosecutor (OTP), with independent powers of investigation and prosecution. Elected in 2003 for a nine-year term as the ICC’s first Prosecutor, Luis Moreno Ocampo established policies and practices for when and how to investigate, when to pursue prosecution, and how to obtain the cooperation of sovereign nations. He laid a foundation for the OTP’s involvement with the United Nations Security Council, state parties, nongovernmental organizations, victims, the accused, witnesses, and the media.

This volume of essays presents the first sustained examination of this unique office and offers a rare look into international justice. The contributors, ranging from legal scholars to practitioners of international law, explore the spectrum of options available to the OTP, the particular choices Moreno Ocampo made, and issues ripe for consideration as his successor, Fatou B. Bensouda, assumes her duties. The beginning of Bensouda’s term thus offers the perfect opportunity to examine the first Prosecutor’s singular efforts to strengthen international justice, in all its facets.
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Affective Justice
The International Criminal Court and the Pan-Africanist Pushback
Kamari Maxine Clarke
Duke University Press, 2019
Since its inception in 2001, the International Criminal Court (ICC) has been met with resistance by various African states and their leaders, who see the court as a new iteration of colonial violence and control. In Affective Justice Kamari Maxine Clarke explores the African Union's pushback against the ICC in order to theorize affect's role in shaping forms of justice in the contemporary period. Drawing on fieldwork in The Hague, the African Union in Addis Ababa, sites of postelection violence in Kenya, and Boko Haram's circuits in Northern Nigeria, Clarke formulates the concept of affective justice—an emotional response to competing interpretations of justice—to trace how affect becomes manifest in judicial practices. By detailing the effects of the ICC’s all-African indictments, she outlines how affective responses to these call into question the "objectivity" of the ICC’s mission to protect those victimized by violence and prosecute perpetrators of those crimes. In analyzing the effects of such cases, Clarke provides a fuller theorization of how people articulate what justice is and the mechanisms through which they do so.
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Judging Justice
How Victim Witnesses Evaluate International Courts
James David Meernik and Kimi Lynn King
University of Michigan Press, 2019
Some injustices are so massive, so heinous, and so extraordinary that ordinary courts are no longer adequate. The creation of international courts and tribunals to confront major violations of human rights sought to bring justice to affected communities as well as to the entire world. Yet if justice is a righting of the imbalance between what has happened and what is reflected in the law, no amount of punishment and no judgment could compensate for that suffering and loss.

In order to understand the meaning of justice, James David Meernik and Kimi Lynn King studied the perspective of witnesses who have testified before the International Criminal Tribunal for the Former Yugoslavia (ICTY). Using a unique survey, Meernik and King look at the identity of the victims and their perception of the fairness of ICTY. Because of the need to justify the practical and emotional difficulties involved in testifying before an international tribunal, witnesses look not just to the institution to judge its effectiveness, but also to their own contribution, by testifying effectively. The central elements of the theory Meernik and King develop—identity, fairness, and experience—transcend specific conflicts and specific countries and are of importance to people everywhere.
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Blue Legalities
The Life and Laws of the Sea
Irus Braverman and Elizabeth R. Johnson, editors
Duke University Press, 2019
The ocean and its inhabitants sketch and stretch our understandings of law in unexpected ways. Inspired by the blue turn in the social sciences and humanities, Blue Legalities explores how regulatory frameworks and governmental infrastructures are made, reworked, and contested in the oceans. Its interdisciplinary contributors analyze topics that range from militarization and Maori cosmologies to island building in the South China Sea and underwater robotics. Throughout, Blue Legalities illuminates the vast and unusual challenges associated with regulating the turbulent materialities and lives of the sea. Offering much more than an analysis of legal frameworks, the chapters in this volume show how the more-than-human ocean is central to the construction of terrestrial institutions and modes of governance. By thinking with the more-than-human ocean, Blue Legalities questions what we think we know—and what we don’t know—about oceans, our earthly planet, and ourselves.  

Contributors. Stacy Alaimo, Amy Braun, Irus Braverman, Holly Jean Buck, Jennifer L. Gaynor, Stefan Helmreich, Elizabeth R. Johnson, Stephanie Jones, Zsofia Korosy, Berit Kristoffersen, Jessica Lehman, Astrida Neimanis, Susan Reid, Alison Rieser, Katherine G. Sammler, Astrid Schrader, Kristen L. Shake, Phil Steinberg
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Building a New Legal Order for the Oceans
Tommy Koh
National University of Singapore Press, 2019
The United Nations Convention on the Law of the Sea, or UNCLOS, has been called a constitution for the oceans. It keeps order in the world’s oceans and regulates nations’ use of their natural resources. Tommy Koh served as president of the third convention, a multi-year meeting that resulted in this important treaty for the government of the global commons. In Building a New Legal Order for the Oceans, Koh brings a unique, insider’s perspective on the UNCLOS negotiation process, and the concepts, tensions, and intentions that underlie today’s Law of the Sea.

In this book, Koh fully explains the many new concepts of international law that arose from UNCLOS III, such as the Exclusive Economic Zone, Archipelagic State, Straits Used for International Navigation, Transit Passage, Archipelagic Sealane Passage, and the Common Heritage of Mankind. He also discusses current threats to maritime security and explains the intricacies of the disputes in the South China Sea. Koh asks What can be learned from the success of UNCLOS? How can we build on that success and manage the new tensions that arise in the Law of the Sea? There is no better guide to this aspect of international law than Koh.
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Across Oceans of Law
The Komagata Maru and Jurisdiction in the Time of Empire
Renisa Mawani
Duke University Press, 2018
In 1914 the British-built and Japanese-owned steamship Komagata Maru left Hong Kong for Vancouver carrying 376 Punjabi migrants. Chartered by railway contractor and purported rubber planter Gurdit Singh, the ship and its passengers were denied entry into Canada and two months later were deported to Calcutta. In Across Oceans of Law Renisa Mawani retells this well-known story of the Komagata Maru. Drawing on "oceans as method"—a mode of thinking and writing that repositions land and sea—Mawani examines the historical and conceptual stakes of situating histories of Indian migration within maritime worlds. Through close readings of the ship, the manifest, the trial, and the anticolonial writings of Singh and others, Mawani argues that the Komagata Maru's landing raised urgent questions regarding the jurisdictional tensions between the common law and admiralty law, and, ultimately, the legal status of the sea. By following the movements of a single ship and bringing oceans into sharper view, Mawani traces British imperial power through racial, temporal, and legal contests and offers a novel method of writing colonial legal history.
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Negotiating the Law of the Sea
James K. Sebenius
Harvard University Press, 1984

The Law of the Sea (LOS) treaty resulted from some of the most complicated multilateral negotiations ever conducted. Difficult bargaining produced a remarkably sophisticated agreement on the financial aspects of deep ocean mining and on the financing of a new international mining entity. This book analyzes those negotiations along with the abrupt U.S. rejection of their results. Building from this episode, it derives important and subtle general rules and propositions for reaching superior, sustainable agreements in complex bargaining situations.

James Sebenius shows how agreements were possible among the parties because and not in spite of differences in their values, expectations, and attitudes toward time and risk. He shows how linking separately intractable issues can generate a zone of possible agreement. He analyzes the extensive role of a computer model in the LOS talks. Finally, he argues that in many negotiations neither the issues nor the parties are fixed and develops analytic techniques that predict how the addition or deletion of either issues or parties may affect the process of reaching agreement.

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China’s Naval Operations in the South China Sea
Evaluating Legal, Strategic and Military Factors
Bruce Elleman
Amsterdam University Press, 2017
This book provides a history of the South China Sea conflict and lays out the stakes for each of the bordering states and China’s interaction with them – namely, Vietnam, the Philippines, Brunei, Malaysia, Taiwan, and Indonesia; it also examines the U.S. government’s role in the region. China’s Naval Operations in the South China Sea is highly topical; it examines the evolving perception of the People’s Republic of China’s (PRC) of the South China Sea (SCS), and Beijing’s accompanying maritime strategy to claim the islands and waters, particularly in the context of the strategies of the neighbouring stake-holding nations. In addition to long-standing territorial disputes over the islands and waters of the SCS, China and the other littoral states — Vietnam, the Philippines, Brunei, Malaysia, Taiwan, and Indonesia — have growing and often mutually exclusive interests in the offshore energy reserves and fishing grounds. Many other countries outside of the region worry about the protection of sea lines of communication for military and commercial traffic, oil tankers in particular. These differences have been expressed in the increasing frequency and intensity of maritime incidents, involving both naval and civilian vessels, sometimes working in coordination against naval or civilian targets. Each chapter on the littoral states closely examines that state’s territorial claims to the islands and waters of the SCS, its primary economic and military interests in these areas, its views on the sovereignty disputes over the entire SCS, its strategy to achieve its objectives, and its views on the U.S. involvement in any and all of these issues.
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From Humanism to the Humanities
Anthony Grafton and Lisa Jardine
Harvard University Press, 1986

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Humanist Educational Treatises
Edited and translated by Craig W. Kallendorf
Harvard University Press, 2002

The cycle of disciplines now known as the humanities emerged in their modern form during the Italian Renaissance as the result of an educational movement begun by humanist teachers, writers, and scholars of the early Quattrocento. The movement argued for the usefulness of classical literature as an instrument for training young men and women, not only in the arts of language and eloquence, but also in civic virtue and practical wisdom. This volume contains four of the most important theoretical statements that emerged from the early humanists’ efforts to reform medieval education.

The four texts are Pier Paolo Vergerio, “The Character and Studies Befitting a Free-Born Youth”; Leonardo Bruni, “The Study of Literature”; Aeneas Silvius Piccolomini (Pope Pius II), “The Education of Boys”; and Battista Guarino, “A Program of Teaching and Learning.” The Vergerio and Guarino texts appear in English for the first time.

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Humanist Educational Treatises
Translated by Craig W. Kallendorf
Harvard University Press, 2008

The disciplines now known as the humanities emerged in their modern form during the Italian Renaissance as the result of an educational movement begun by humanist teachers, writers, and scholars in the early fourteenth century. These educators argued for the usefulness of classical literature as an instrument for training young men and women, not only in the arts of language and eloquence, but also in civic virtue and practical wisdom.

This volume provides new translations, commissioned for the I Tatti Renaissance Library, of four of the most important theoretical statements that emerged from the early humanists’ efforts to reform medieval education: Pier Paolo Vergerio, “The Character and Studies Befitting a Free-Born Youth”; Leonardo Bruni, “The Study of Literature”; Aeneas Silvius Piccolomini (Pope Pius II), “The Education of Boys”; and Battista Guarino, “A Program of Teaching and Learning.”

The original text of these four documents with Craig W. Kallendorf’s translation is also available in a facing-page edition.

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Dewey, Russell, Whitehead
Philosophers as Educators
Brian Patrick Hendley
Southern Illinois University Press, 1986

In Philosophers as Educators Brian Patrick Hendley argues that philosophers of edu­cation should reject their preoccupation with defining terms and analyzing concepts and embrace the philosophical task of con­structing general theories of education.  Hendley discusses in detail the educational philosophies of John Dewey, Bertrand Rus­sell, and Alfred North Whitehead. He sees in these men excellent role models that contem­porary philosophers might well follow. Hendley believes that, like these men­tors, philosophers should take a more ac­tive, practical role in education. Dewey and Russell ran their own schools, and Whitehead served as a university admin­istrator and as a member of many com­mittees created to study education.

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New Approaches to Comparative Education
Edited by Philip G. Altbach and Gail P. Kelly
University of Chicago Press, 1986

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Academic Charisma and the Origins of the Research University
William Clark
University of Chicago Press, 2005
Tracing the transformation of early modern academics into modern researchers from the Renaissance to Romanticism, Academic Charisma and the Origins of the Research University uses the history of the university and reframes the "Protestant Ethic" to reconsider the conditions of knowledge production in the modern world.

William Clark argues that the research university—which originated in German Protestant lands and spread globally in the nineteenth and twentieth centuries—developed in response to market forces and bureaucracy, producing a new kind of academic whose goal was to establish originality and achieve fame through publication. With an astonishing wealth of research, Academic Charisma and the Origins of the Research University investigates the origins and evolving fixtures of academic life: the lecture catalogue, the library catalog, the grading system, the conduct of oral and written exams, the roles of conversation and the writing of research papers in seminars, the writing and oral defense of the doctoral dissertation, the ethos of "lecturing with applause" and "publish or perish," and the role of reviews and rumor. This is a grand, ambitious book that should be required reading for every academic.
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Allies and Rivals
German-American Exchange and the Rise of the Modern Research University
Emily J. Levine
University of Chicago Press, 2021
The first history of the ascent of American higher education told through the lens of German-American exchange.

During the nineteenth century, nearly ten thousand Americans traveled to Germany to study in universities renowned for their research and teaching. By the mid-twentieth century, American institutions led the world. How did America become the center of excellence in higher education? And what does that story reveal about who will lead in the twenty-first century?

Allies and Rivals is the first history of the ascent of American higher education seen through the lens of German-American exchange. In a series of compelling portraits of such leaders as Wilhelm von Humboldt, Martha Carey Thomas, and W. E. B. Du Bois, Emily J. Levine shows how academic innovators on both sides of the Atlantic competed and collaborated to shape the research university. Even as nations sought world dominance through scholarship, universities retained values apart from politics and economics. Open borders enabled Americans to unite the English college and German PhD to create the modern research university, a hybrid now replicated the world over.

In a captivating narrative spanning one hundred years, Levine upends notions of the university as a timeless ideal, restoring the contemporary university to its rightful place in history. In so doing she reveals that innovation in the twentieth century was rooted in international cooperation—a crucial lesson that bears remembering today.
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The Rise of the Research University
A Sourcebook
Edited by Louis Menand, Paul Reitter, and Chad Wellmon
University of Chicago Press, 2017
The modern research university is a global institution with a rich history that stretches into an ivy-laden past, but for as much as we think we know about that past, most of the writings that have recorded it are scattered across many archives and, in many cases, have yet to be translated into English. With this book, Paul Reitter, Chad Wellmon, and Louis Menand bring a wealth of these important texts together, assembling a fascinating collection of primary sources—many translated into English for the first time—that outline what would become the university as we know it.
           
The editors focus on the development of American universities such as Cornell, Johns Hopkins, Harvard, and the Universities of Chicago, California, and Michigan. Looking to Germany, they translate a number of seminal sources that formulate the shape and purpose of the university and place them next to hard-to-find English-language texts that took the German university as their inspiration, one that they creatively adapted, often against stiff resistance. Enriching these texts with short but insightful essays that contextualize their importance, the editors offer an accessible portrait of the early research university, one that provides invaluable insights not only into the historical development of higher learning but also its role in modern society.
 
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The Letters of Mercurius
Mercurius
Harvard University Press

Who is Mercurius Oxoniensis? The first of his brilliantly witty letters mysteriously appeared, apparently without the authority of the writer, in the Spectator towards the end of 1968. Their candid, penetrating and caustic commentary on personalities and events (considered by some to verge on indiscretion) indicate inside information and sources. They caused an instant stir leading to some wild conjecture as to their authorship in the columns of The Times, in the University Common Rooms and in literary and academic circles. An authorized, accurately transcribed, and annotated publication of these Letters (up to June 1970) is now possible; but the anonymity remains. It is not difficult to see why, because Mercurius names names and spares no reputation: he is altogether too well informed for his own good.

According to the Editor of the Letters, the Oxford Mercurius "is a college tutor in one of the colleges in Turl Street; a bachelor, of declining years and uncertain health; somewhat old-fashioned in his views, and in his language; fond of his glass of port or hock, and teaches, inter alia, the Politics of Aristotle. He is slightly crotchety, but generally in good humour by his family circle and friends."

But what makes Mercurius’s achievement unique is that he has succeeded in fashioning from the English of the seventeenth century, the language both of John Aubrey, the great gossip, and of the racist pamphleteers, the perfect instrument for a sustained and sparkling present-day chronicle of the more noteworthy events in university life, and in particular of the "student stirs" that first prompted him to put quill to paper. Indeed in all the millions of words that have been written about student unrest in the modern world, there has been nothing more perceptive than the devastatingly entertaining observations of old Mercurius on the "fanatiques" and those who confront them.

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The Enduring Classroom
Teaching Then and Now
Larry Cuban
University of Chicago Press, 2023
A groundbreaking analysis of how teachers actually teach and have taught in the past.
 
The quality and effectiveness of teaching are a constant subject of discussion within the profession and among the broader public. Most of that conversation focuses on the question of how teachers should teach. In The Enduring Classroom, veteran teacher and scholar of education Larry Cuban explores different questions, ones that just might be more important: How have teachers actually taught? How do they teach now? And what can we learn from both?
 
Examining both past and present is crucial, Cuban explains. If reformers want teachers to adopt new techniques, they need to understand what teachers are currently doing if they want to have any hope of having their innovations implemented. Cuban takes us into classrooms then and now, using observations from contemporary research as well as a rich historical archive of classroom accounts, along the way asking larger questions about teacher training and the individual motivations of people in the classroom. Do teachers freely choose how to teach, or are they driven by their beliefs and values about teaching and learning? What role do students play in determining how teachers teach? Do teachers teach as they were taught? By asking and answering these and other policy questions with the aid of concrete data about actual classroom practices, Cuban helps us make a crucial step toward creating reforms that could actually improve instruction.
 
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The Individual, Society, and Education
A HISTORY OF AMERICAN EDUCATIONAL IDEAS
Clarence J. Karier
University of Illinois Press, 1986
  This is an updated version of Karier's highly regarded Man, Society,
        and Education, which focuses on the concepts of human nature and community
        throughout American educational history. For the new edition, Karier has
        added chapters on the major movements in American education from World
        War II to the present and on the major Supreme Court cases involving educational
        policy during the same period.
      "This classic volume remains a remarkable study in the history of
        ideas into which the implications for American schooling have been deftly
        woven. It is balanced, thorough, and intelligently challenging."
        --- Ann M. Keppel, College of Education, University of Hawaii at
        Manoa
      "This new edition should have great use as a primary text at the
        graduate and advanced undergraduate levels."
        --- Peter A. Sola, School of Education, Howard University
 
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Postmodern Education
Politics, Culture, and Social Criticism
Stanley Aronowitz
University of Minnesota Press, 1991
The first book to offer a systematic look at the significance of postmodernist ideas for education. This book offers and opinionated analysis of today's polemics surrounding the topic of education and society. Aronowitz and Giroux present a conceptual framework for charting the future directions educational theory and practice might take and continue the debate begun in their previous book, Education Under Siege, which was named one of the most significant books in education by the American Educational Studies Association in 1986. "In Postmodern Education Aronowitz and Giroux are architects of the imagination, presenting essays of political, social, and cultural criticism aimed at altering the ways we understand the existing social order and act to change the conditions of our lives." --Afterimage
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Paradoxes of Education in a Republic
Eva T. H. Brann
University of Chicago Press, 1979

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Improvement by Design
The Promise of Better Schools
David K. Cohen, Donald J. Peurach, Joshua L. Glazer, Karen E. Gates, and Simona Goldin
University of Chicago Press, 2013
One of the great challenges now facing education reformers in the United States is how to devise a consistent and intelligent framework for instruction that will work across the nation’s notoriously fragmented and politically conflicted school systems. Various programs have tried to do that, but only a few have succeeded. Improvement by Design looks at three different programs, seeking to understand why two of them—America’s Choice and Success for All—worked, and why the third—Accelerated Schools Project—did not.

The authors identify four critical puzzles that the successful programs were able to solve: design, implementation, improvement, and sustainability. Pinpointing the specific solutions that clearly improved instruction, they identify the key elements that all successful reform programs share. Offering urgently needed guidance for state and local school systems as they attempt to respond to future reform proposals, Improvement by Design gets America one step closer to truly successful education systems. 
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Reconstructing American Education
Michael B. Katz
Harvard University Press, 1987

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.

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Someone Has to Fail
The Zero-Sum Game of Public Schooling
David F. Labaree
Harvard University Press, 2012

What do we really want from schools? Only everything, in all its contradictions. Most of all, we want access and opportunity for all children—but all possible advantages for our own. So argues historian David Labaree in this provocative look at the way “this archetype of dysfunction works so well at what we want it to do even as it evades what we explicitly ask it to do.”

Ever since the common school movement of the nineteenth century, mass schooling has been seen as an essential solution to great social problems. Yet as wave after wave of reform movements have shown, schools are extremely difficult to change. Labaree shows how the very organization of the locally controlled, administratively limited school system makes reform difficult.

At the same time, he argues, the choices of educational consumers have always overwhelmed top-down efforts at school reform. Individual families seek to use schools for their own purposes—to pursue social opportunity, if they need it, and to preserve social advantage, if they have it. In principle, we want the best for all children. In practice, we want the best for our own.

Provocative, unflinching, wry, Someone Has to Fail looks at the way that unintended consequences of consumer choices have created an extraordinarily resilient educational system, perpetually expanding, perpetually unequal, constantly being reformed, and never changing much.

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The Politics of School Reform, 1870 - 1940
Paul E. Peterson
University of Chicago Press, 1985
Was school reform in the decades following the Civil War an upper-middle-class effort to maintain control of the schools? Was public education simply a vehicle used by Protestant elites to impose their cultural ideas upon recalcitrant immigrants? In The Politics of School Reform, 1870-1940, Paul E. Peterson challenges such standard, revisionist interpretations of American educational history. Urban public schools, he argues, were part of a politically pluralistic society. Their growth—both in political power and in sheer numbers—had as much to do with the demands and influence of trade unions, immigrant groups, and the public more generally as it did with the actions of social and economic elites.

Drawing upon rarely examined archival data, Peterson demonstrates that widespread public backing for the common school existed in Atlanta, Chicago, and San Francisco. He finds little evidence of systematic discrimination against white immigrants, at least with respect to classroom crowding and teaching assignments. Instead, his research uncovers solid trade union and other working-class support for compulsory education, adequate school financing, and curricular modernization.

Urban reformers campaigned assiduously for fiscally sound, politically strong public schools. Often they had at least as much support from trade unionists as from business elites. In fact it was the business-backed machine politicians—from San Francisco's William Buckley to Chicago's Edward Kelly—who deprived the schools of funds. At a time when public schools are being subjected to searching criticism and when new educational ideas are gaining political support, The Politics of School Reform, 1870-1940 is a timely reminder of the strength and breadth of those groups that have always supported "free" public schools.
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Tinkering toward Utopia
A Century of Public School Reform
David Tyack and Larry Cuban
Harvard University Press, 1997

For over a century, Americans have translated their cultural anxieties and hopes into dramatic demands for educational reform. Although policy talk has sounded a millennial tone, the actual reforms have been gradual and incremental. Tinkering toward Utopia documents the dynamic tension between Americans’ faith in education as a panacea and the moderate pace of change in educational practices.

In this book, David Tyack and Larry Cuban explore some basic questions about the nature of educational reform. Why have Americans come to believe that schooling has regressed? Have educational reforms occurred in cycles, and if so, why? Why has it been so difficult to change the basic institutional patterns of schooling? What actually happened when reformers tried to “reinvent” schooling?

Tyack and Cuban argue that the ahistorical nature of most current reform proposals magnifies defects and understates the difficulty of changing the system. Policy talk has alternated between lamentation and overconfidence. The authors suggest that reformers today need to focus on ways to help teachers improve instruction from the inside out instead of decreeing change by remote control, and that reformers must also keep in mind the democratic purposes that guide public education.

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Places for Learning, Places for Joy
Speculations on American School Reform
Theodore R. Sizer
Harvard University Press, 1973

“Fundamental changes are needed in American formal education,” writes the former Dean of the Harvard Graduate School of Education, “yet the resistance to these changes is neither mindless nor conspiratorial.” Generally speaking, Americans are content with schools as they are, convinced that they well serve society's (albeit ill-defined) symbolic and economic needs. Most people who do complain are protesting the schools' failure to deliver on their existing promises; they are not demanding that schools change their basic goals. Theodore Sizer suggests that the sloppy drift of purpose prevalent in American education today could be corrected by carefully articulating the ends of education, relating these to public aspirations and beliefs.

Sharpen the focus of the schools, he recommends, and separate the different kinds of learning in different places. A single school cannot simultaneously provide for the learning of intellectual power, personal agency (the ability to “make it”), and joy (the capacity for pleasure). What is required, he argues, are multiple schools, each focusing on limited ends. His book is not a noisy indictment but a dispassionate exploration that moves beyond outrage to a balanced appraisal of why American education is the way it is and how it might be different. His argument is both reasonable and provocative.

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Struggle For Control Of Public Education
Michael Engel
Temple University Press, 2000
"One hundred years ago, children were kept out of school to be used as a cheap factory workforce; today, they are kept in school to become a cheap workforce in the factories of the future."

Seduced by the language of the market economy, those making decisions about education today argue that market strategies promote democratic educational reform, when really they promote market reform of education. Michael Engel argues against this tendency, siding with  democratic values -- which encourage openness, creativity, social awareness, and idealism, whereas market values uphold individual achievement, competition, economic growth, and national security.

Behind the facade of progressive rhetoric, advocates of these corporate models have succeeded in imposing their definition of school reform through federal and state policy makers. As a result, communities lose control of their schools, teachers lose control of their work, and students lose control of their schools, teachers lose control of their work, and students lose control of their futures. Engel attacks the increasing dominance of market ideology in educational policy and extends his critique beyond such trends in school reform as vouchers, charter schools, and "contracting out" to include issues such as decentralization, computer technology, and standards.

The debate over privatization amounts to ideological warfare between democratic and market values. The question is not so much about "school choice" as it is about the values Americans want at the root of their society. Unprecedented in its value-based challenge to the threat of market ideology to educational policy, The Struggle for Control of Public Education is a sophisticated call for a return to community-controlled schools and democratic values. This argument offers theoretical and practical models crafted in the contemporary feminist and social reconstructionist tradition. Readers interested in the study of educational  policies, philosophy, and policy will find this book engaging.
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