Social clubs as they existed in eighteenth- and early nineteenth-century Scotland were varied: they could be convivial, sporting, or scholarly, or they could be a significant and dynamic social force, committed to improvement and national regeneration as well as to sociability. The essays in this volume examine the complex history of clubs and societies in Scotland from 1700 to 1830. Contributors address attitudes toward associations, their meeting places and rituals, their links with the growth of the professions and with literary culture, and the ways in which they were structured by both class and gender. By widening the context in which clubs and societies are set, the collection offers a new framework for understanding them, bringing together the inheritance of the Scottish past, the unique and cohesive polite culture of the Scottish Enlightenment, and the broader context of associational patterns common to Britain, Ireland, and beyond.

Debates over the economic, social, and political meaning of slavery and the slave trade have persisted for over two hundred years. The Atlantic Slave Trade brings clarity and critical insight to the subject. In fourteen essays, leading scholars consider the nature and impact of the transatlantic slave trade and assess its meaning for the people transported and for those who owned them.
Among the questions these essays address are: the social cost to Africa of this forced migration; the role of slavery in the economic development of Europe and the United States; the short-term and long-term effects of the slave trade on black mortality, health, and life in the New World; and the racial and cultural consequences of the abolition of slavery. Some of these essays originally appeared in recent issues of Social Science History; the editors have added new material, along with an introduction placing each essay in the context of current debates.
Based on extensive archival research and detailed historical examination, this collection constitutes an important contribution to the study of an issue of enduring significance. It is sure to become a standard reference on the Atlantic slave trade for years to come.

Contributors. Ralph A. Austen, Ronald Bailey, William Darity, Jr., Seymour Drescher, Stanley L. Engerman, David Barry Gaspar, Clarence Grim, Brian Higgins, Jan S. Hogendorn, Joseph E. Inikori, Kenneth Kiple, Martin A. Klein, Paul E. Lovejoy, Patrick Manning, Joseph C. Miller, Johannes Postma, Woodruff Smith, Thomas Wilson

Derivatives were responsible for one of the worst financial meltdowns in history, one from which we have not yet fully recovered. However, they are likewise capable of generating some of the most incredible wealth we have ever seen. This book asks how we might ensure the latter while avoiding the former. Looking past the usual arguments for the regulation or abolition of derivative finance, it asks a more probing question: what kinds of social institutions and policies would we need to put in place to both avail ourselves of the derivative’s wealth production and make sure that production benefits all of us?
           
To answer that question, the contributors to this book draw upon their deep backgrounds in finance, social science, art, and the humanities to create a new way of understanding derivative finance that does justice to its social and cultural dimensions. They offer a two-pronged analysis. First, they develop a social understanding of the derivative that casts it in the light of anthropological concepts such as the gift, ritual, play, dividuality, and performativity. Second, they develop a derivative understanding of the social, using financial concepts such as risk, hedging, optionality, and arbitrage to uncover new dimensions of contemporary social reality. In doing so, they construct a necessary, renewed vision of derivative finance as a deeply embedded aspect not just of our economics but our culture.

Educators and policymakers who share the goal of equal opportunity in schools often hold differing notions of what entails a just school in multicultural America. Some emphasize the importance of integration and uniform treatment for all, while others point to the benefits of honoring cultural diversity in ways that make minority students feel at home. In Just Schools, noted legal scholars, educators, and social scientists examine schools with widely divergent methods of fostering equality in order to explore the possibilities and limits of equal education today. The contributors to Just Schools combine empirical research with rich ethnographic accounts to paint a vivid picture of the quest for justice in classrooms around the nation. Legal scholar Martha Minow considers the impact of school choice reforms on equal educational opportunities. Psychologist Hazel Rose Markus examines culturally sensitive programs where students exhibit superior performance on standardized tests and feel safer and more interested in school than those in color-blind programs. Anthropologist Heather Lindkvist reports on how Somali Muslims in Lewiston, Maine, invoked the American ideal of inclusiveness in winning dress-code exemptions and accommodations for Islamic rituals in the local public school.  Political scientist Austin Sarat looks at a school system in which everyone endorses multiculturalism but holds conflicting views on the extent to which culturally sensitive practices should enter into the academic curriculum. Anthropologist Barnaby Riedel investigates how a private Muslim school in Chicago aspires to universalist ideals, and education scholar James Banks argues that schools have a responsibility to prepare students for citizenship in a multicultural society. Anthropologist John Bowen offers a nuanced interpretation of educational commitments in France and the headscarf controversy in French schools. Anthropologist Richard Shweder concludes the volume by connecting debates about diversity in schools with a broader conflict between national assimilation and cultural autonomy. As America's schools strive to accommodate new students from around the world, Just Schools provides a provocative and insightful look at the different ways we define and promote justice in schools and in society at large.

Alexis de Tocqueville was among the first to draw attention to Americans’ propensity to form voluntary associations—and to join them with a fervor and frequency unmatched anywhere in the world. For nearly two centuries, we have sought to understand how and why early nineteenth-century Americans were, in Tocqueville’s words, “forever forming associations.” In The Making of Tocqueville’s America, Kevin Butterfield argues that to understand this, we need to first ask: what did membership really mean to the growing number of affiliated Americans?

Butterfield explains that the first generations of American citizens found in the concept of membership—in churches, fraternities, reform societies, labor unions, and private business corporations—a mechanism to balance the tension between collective action and personal autonomy, something they accomplished by emphasizing law and procedural fairness. As this post-Revolutionary procedural culture developed, so too did the legal substructure of American civil society. Tocqueville, then, was wrong to see associations as the training ground for democracy, where people learned to honor one another’s voices and perspectives. Rather, they were the training ground for something no less valuable to the success of the American democratic experiment: increasingly formal and legalistic relations among people.

The nineteenth century saw science move from being the preserve of a small learned elite to a dominant force which influenced society as a whole. Sakurai presents a study of how scientific societies affected the social and political life of a city. As it did not have a university or a centralized government, Frankfurt am Main is an ideal case study of how scientific associations—funded by private patronage for the good of the local populace—became an important centre for natural history.

Combines recent research with insights from anthropology, historiography, and oral tradition to examine the cultural landscape preceding and immediately following the arrival of Europeans

After establishing the distribution of prehistoric and historic populations from the northeastern Appalachian forests to the southern trans-Mississippian prairies, the contributors consider the archaeological and cultural record of several specific groups, including Mohawk and Onondaga, Monacan, Coosa, and Calusa. For each, they present new evidence of cultural changes prior to European contact, including populations movements triggered by the Little Ice Age (AD 1550–1770), shifting exchange and warfare networks, geological restriction of effective maize subsistence, and use of empty hunting territories as buffers between politically unstable neighbors. The contributors also trace European influences, including the devastation caused by European-introduced epidemics and the paths of European trade goods that transformed existing Native American-exchange networks.

While the profound effects of European explorers, missionaries, and traders on Eastern Woodlands tribes cannot be denied, the archaeological evidence suggests that several indigenous societies were already in the process of redefinition prior to European contact. The essays gathered here show that, whether formed in response to natural or human forces, cultural change may be traced through archaeological artifacts, which play a critical role in answering current questions regarding cultural persistence.