A SCHOLARLY BOOK REPOSITORY11 start with P start with P
Duff explains how influential theories of democratic citizenship rely on the metaphor of parenthood to help individuals rise to the challenges of politics, and demonstrates that this reliance has unintended consequences. When parenthood is imagined to instill confidence in political virtue, it uncovers insecurity. When parenthood is believed to inculcate openness to change, it produces fundamentalism. Duff develops this argument through original readings of four theorists of citizenship: Jean-Jacques Rousseau, Friedrich Nietzsche, Richard Rorty, and Cornel West-readings that engage the ways in which these theorists incorporated their personal history into their political thought. In showing how problems that plagued canonical theorists of citizenship still trouble contemporary thinkers and citizens alike, Duff's insights are deeply relevant to present-day politics.
Despite being told that we now live in a cosmopolitan world, more and more people have begun to assert their identities in ways that are deeply rooted in the local. These claims of autochthony—meaning “born from the soil”—seek to establish an irrefutable, primordial right to belong and are often employed in politically charged attempts to exclude outsiders. In The Perils of Belonging, Peter Geschiere traces the concept of autochthony back to the classical period and incisively explores the idea in two very different contexts: Cameroon and the Netherlands.
In both countries, the momentous economic and political changes following the end of the cold war fostered anxiety over migration. For Cameroonians, the question of who belongs where rises to the fore in political struggles between different tribes, while the Dutch invoke autochthony in fierce debates over the integration of immigrants. This fascinating comparative perspective allows Geschiere to examine the emotional appeal of autochthony—as well as its dubious historical basis—and to shed light on a range of important issues, such as multiculturalism, national citizenship, and migration.
At the heart of the model minority myth—often associated with Asian Americans—is the concept of civility. In this groundbreaking book, Picturing Model Citizens, Thy Phu exposes the complex links between civility and citizenship, and argues that civility plays a crucial role in constructing Asian American citizenship.
Featuring works by Arnold Genthe, Carl Iwasaki, Toyo Miyatake, Nick Ut, and others, Picturing Model Citizens traces the trope of civility from the nineteenth to the twenty-first centuries. Through an examination of photographs of Chinese immigrants, Japanese internment camps, the Hiroshima Maidens project, napalm victims, and the SARS epidemic, Phu explores civility's unexpected appearance in images that draw on discourses of intimacy, cultivation, apology, and hygiene. She reveals how Asian American visual culture illustrates not only cultural ideas of civility, but also contests the contradictions of state-defined citizenship.
Early on, educators bore the brunt of literacy training, while also being charged with producing the right kind of citizens by imparting civic responsibility and a moral code for the workplace and society. Literacy quickly became the credential to gain legal, economic, and cultural status. In her study, Wan defines three distinct pedagogical spaces for literacy training during the 1910s and 1920s: Americanization and citizenship programs sponsored by the federal government, union-sponsored programs, and first year university writing programs. Wan also demonstrates how each literacy program had its own motivation: the federal government desired productive citizens, unions needed educated members to fight for labor reform, and university educators looked to aid social mobility.
Citing numerous literacy theorists, Wan analyzes the correlation of reading and writing skills to larger currents within American society. She shows how early literacy training coincided with the demand for laborers during the rise of mass manufacturing, while also providing an avenue to economic opportunity for immigrants. This fostered a rhetorical link between citizenship, productivity, and patriotism. Wan supplements her analysis with an examination of citizen training books, labor newspapers, factory manuals, policy documents, public deliberations on citizenship and literacy, and other materials from the period to reveal the goal and rationale behind each program.
Wan relates the enduring bond of literacy and citizenship to current times, by demonstrating the use of literacy to mitigate economic inequality, and its lasting value to a productivity-based society. Today, as in the past, educators continue to serve as an integral part of the literacy training and citizen-making process.
When inclusion into the fold of citizenship is conditioned by a social group’s conceit to ritual violence, humiliation, and exploitation, what can anti-citizenship offer us?
The Promise of Youth Anti-citizenship argues that Black youth and youth of color have been cast as anti-citizens, disenfranchised from the social, political, and economic mainstream of American life. Instead of asking youth to conform to a larger societal structure undergirded by racial capitalism and antiblackness, the volume’s contributors propose that the collective practice of anti-citizenship opens up a liberatory space for youth to challenge the social order.
The chapters cover an array of topics, including Black youth in the charter school experiment in post-Katrina New Orleans; racial capitalism, the queering of ethnicity, and the 1980s Salvadoran migration to South Central Los Angeles; the notion of decolonizing classrooms through Palestinian liberation narratives; and more. Through a range of methodological approaches and conceptual interventions, this collection illuminates how youth negotiate and exercise anti-citizenship as forms of either resistance or refusal in response to coercive patriotism, cultural imperialism, and predatory capitalism.
Contributors: Karlyn Adams-Wiggins, Portland State U; Ariana Brazier; Julio Cammarota, U of Arizona; Michael Davis, U of Wisconsin–Madison; Damaris C. Dunn, U of Georgia; Diana Gamez, U of California, Irvine; Rachel F. Gómez, Virginia Commonwealth U; Luma Hasan; Gabriel Rodriguez, Iowa State U; Christopher R. Rogers, U of Pennsylvania; Damien M. Sojoyner, U of California, Irvine.
Pulled Over deftly traces the strange history of the investigatory police stop, from its discredited beginning as “aggressive patrolling” to its current status as accepted institutional practice. Drawing on the richest study of police stops to date, the authors show that who is stopped and how they are treated convey powerful messages about citizenship and racial disparity in the United States. For African Americans, for instance, the experience of investigatory stops erodes the perceived legitimacy of police stops and of the police generally, leading to decreased trust in the police and less willingness to solicit police assistance or to self-censor in terms of clothing or where they drive. This holds true even when police are courteous and respectful throughout the encounters and follow seemingly colorblind institutional protocols. With a growing push in recent years to use local police in immigration efforts, Hispanics stand poised to share African Americans’ long experience of investigative stops.
In a society increasingly dominated by zero-tolerance thinking, Punishing Schools argues that our educational system has become both the subject of legislative punishment and an instrument for the punishment of children. William Lyons and Julie Drew analyze the connections between state sanctions against our schools (the diversion of funding to charter schools, imposition of unfunded mandates, and enforcement of dubious forms of teacher accountability) and the schools' own infliction of punitive measures on their students-a vicious cycle that creates fear and encourages the development of passive and dependent citizens.
"Public schools in the United States are no longer viewed as a public good. On the contrary, they are increasingly modeled after prisons, and students similarly have come to mirror the suspicions and fears attributed to prisoners. Punishing Schools is one of the most insightful, thoughtful, and liberating books I have read on what it means to understand, critically engage, and transform the present status and state of schools from objects of fear and disdain to institutions that value young people, teachers, and administrators as part of a broader vision of social justice, freedom, and equality. William Lyons and Julie Drew have done their homework and provide all the necessary elements for understanding and defending schools as public spheres that are foundational to a democracy. This book should be required reading for every student, teacher, parent, and concerned citizen in the United States. In the end, this book is not just about saving schools, it is also about saving democracy and offering young people a future that matters."
--Henry Giroux, McMaster University
"This is an important book . . . a distinctive contribution. The authors move back and forth convincingly between the micropolitics of school discipline and the 'politics writ large' of the liberal left and the utopian right. The result is an expansive, idealistic, and well-grounded book in the spirit of the very best of social control literature."
--Stuart Scheingold, Professor Emeritus, Political Science, University of Washington
William Lyons is Director of Center for Conflict Management and Associate Professor of Political Science, University of Akron.
Julie Drew is Associate Professor of English, University of Akron.
Oregon is commonly perceived to have little, let alone notable, South Asian history. Yet in the early 1900s Oregon was at the center of two entwined quests for Indian independence and civic belonging that rocked the world.
Punjabi Rebels of the Columbia River traces the stories of the radical Indian independence organization known as Ghadar and Bhagat Singh Thind’s era-defining US Supreme Court citizenship case. Ghadar sought the overthrow of India’s British colonizers while Thind utilized sanctioned legal channels to do so. Despite widely differing strategies, both the movement and the man were targeted, often in coordination, by the highest levels of the US and British governments. The empires’ united message: India would not be an independent country and Indians could not be citizens. In the decades that followed, it was a verdict Indians refused to abide.
Johanna Ogden’s detailed history of migrants’ experience expands the time frame, geographic boundaries, and knowledge of the conditions and contributions of Indians in North America. It is the story of a people’s awakening amid a rich community of international workers in an age of nationalist uprisings. To understand why one of the smallest western Indian settlements became a resistance center, Punjabi Rebels mines the colonial underpinnings of labor, race, and place-making and their regional and global connections, rendering a history of whiteness and labor as much as of Indian-ness and migration. The first work to rejoin the lived experience of Thind and Ghadar activists, Punjabi Rebels complicates our understanding not just of the global fight for Indian political rights but of multi-racial democracy.
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