The relationship between Western democracies and Islam, rarely entirely comfortable, has in recent years become increasingly tense. A growing immigrant population and worries about cultural and political assimilation—exacerbated by terrorist attacks in the United States, Europe, and around the world—have provoked reams of commentary from all parts of the political spectrum, a frustrating majority of it hyperbolic or even hysterical.

In The Fear of Barbarians, the celebrated intellectual Tzvetan Todorov offers a corrective: a reasoned and often highly personal analysis of the problem, rooted in Enlightenment values yet open to the claims of cultural difference. Drawing on history, anthropology, and politics, and bringing to bear examples ranging from the murder of Theo van Gogh to the French ban on headscarves, Todorov argues that the West must overcome its fear of Islam if it is to avoid betraying the values it claims to protect. True freedom, Todorov explains, requires us to strike a delicate balance between protecting and imposing cultural values, acknowledging the primacy of the law, and yet strenuously protecting minority views that do not interfere with its aims. Adding force to Todorov's arguments is his own experience as a native of communist Bulgaria: his admiration of French civic identity—and Western freedom—is vigorous but non-nativist, an inclusive vision whose very flexibility is its core strength.

The record of a penetrating mind grappling with a complicated, multifaceted problem, The Fear of Barbarians is a powerful, important book—a call, not to arms, but to thought. 

For 50 years, educator and sociologist Geoff Whitty resolutely pursued social justice through education, first as a classroom teacher and ultimately as the Director of the Institute of Education in London. The essays in this volume - written by some of the most influential authors in the sociology of education and critical policy studies - take Whitty’s work as the starting point from which to examine key contemporary issues in education and the challenges to social justice that they present. Set within three themes of knowledge, policy, and practice in education, the chapters tackle the issues of defining and accessing ‘legitimate’ knowledge, the changing nature of education policy under neoliberalism and globalization, and the reshaping of teacher workplaces and professionalism – as well as attempts to realize more emancipatory practice. The essays open windows on life in the sociology of education, the scholarly community of which it was part, and the facets of education policy, practice, and research that they continue to reveal and challenge in pursuit of social justice.
 

A fascinating retelling of the first banking and financial collapse in eighteenth-century France.
 
The Scottish economist John Law has been described as the architect of modern central banking. His “System,” established in Regency France between 1716 and 1720, saw the founding of a bank issuing paper money and the establishment of state commercial and colonial enterprises aimed at consolidating public debt. What at first seemed like financial wizardry, however, resulted in rampant speculation and, ultimately, economic collapse. In The Politics of Utopia, historian Arnaud Orain offers a provocative rereading of this well-known episode.
 
Starting his story in the seventeenth century, Orain reconstructs the figures and ideas, long predating Law, that anticipated and laid the groundwork for the System, which, he argues, is best understood as a failed social utopia aimed at the total transformation of society. Overturning familiar narratives of this seismic event, this book rewrites a stunning chapter in economic history by dealing with the cultural, colonial, religious, and political dimensions of the (in)famous System up to the French Revolution, revealing new lessons for today’s fraught financial landscape.