This collection of provocative and timely essays addresses the ways in which religious and educational institutions have come to define one another and American culture and identity.

Education in America-public and private, from the elementary to the university level-is the subject of urgent, ongoing debates. School vouchers, home schooling, prayer in the classrooms, sex education in the schools, and evolution versus creationism are just a few of the touchstones and flashpoints that have ignited a national dialogue concerning the role of religion in U.S. educational institutions.

The ten major essays assembled here emerged from a series of conferences conducted by the Public Religion Project at the University of Chicago Divinity School, funded by a grant from The Pew Charitable Trust. Written by recognized leaders in the fields of education and religion, the essays address such issues as the role of religious studies programs in tax-supported public universities; the evolving role of the university chaplain; the impact of religious doctrine on literary scholarship and the natural sciences; the college president as a spiritual leader; the secularization of private colleges whose foundations rest in the spiritual mission of a specific church or denomination and, conversely, the obligations, if any, of colleges that have maintained distinct denominational identities toward pluralistic outreach and openness; and an examination of the home schooling movement.

A true "dialogue" designed to inspire readers to rethink, argue, act, and continually converse on the subject, Religion, Education, and the American Experience will appeal to educators, college and university administrators, and boards of trustees, as well as academic libraries and scholars of education and religious studies.

In the 1960s and 1970s, minority and women students at colleges and universities across the United States organized protest movements to end racial and gender inequality on campus. African American, Chicano, Asia American, American Indian, women, and queer activists demanded the creation of departments that reflected their histories and experiences, resulting in the formation of interdisciplinary studies programs that hoped to transform both the university and the wider society beyond the campus.

In The Reorder of Things, however, Roderick A. Ferguson traces and assesses the ways in which the rise of interdisciplines—departments of race, gender, and ethnicity; fields such as queer studies—were not simply a challenge to contemporary power as manifest in academia, the state, and global capitalism but were, rather, constitutive of it. Ferguson delineates precisely how minority culture and difference as affirmed by legacies of the student movements were appropriated and institutionalized by established networks of power.

Critically examining liberationist social movements and the cultural products that have been informed by them, including works by Adrian Piper, Toni Cade Bambara, Jhumpa Lahiri, and Zadie Smith, The Reorder of Things argues for the need to recognize the vulnerabilities of cultural studies to co-option by state power and to develop modes of debate and analysis that may be in the institution but are, unequivocally, not of it.

“An excellent book. Takagi takes a very complex and sensitive subject—racial politics—and shows, through a careful analysis . . . that changes in the discourse about Asian American admissions have facilitated a 'retreat from race' in the area of affirmative action. . . . This book will appeal to an audience significantly wider than a typical academic one.”— David Karen, Bryn Mawr College

Charges by Asian Americans that the top universities in the United States used quotas to limit the enrollment of Asian-American students developed into one of the most controversial public controversies in higher education since the Bakke case. In Retreat from Race, Dana Takagi follows the debates over Asian-American admissions at Berkeley, UCLA, Brown, Stanford, Harvard, and Princeton. She explains important developments in the politics of race:  changes in ethnic coalitions, reconstruction of the debate over affirmative action, and the conservative challenge to the civil rights agenda of the 1960s. Takagi examines the history and significance of the Asian American admissions controversy on American race relations both inside and outside higher education.

Takagi's central argument is that the Asian-American admissions controversy facilitated a subtle but important shift in affirmative action policy away from racial preferences toward class preferences. She calls this development a retreat from race. Takagi suggests that the retreat signals not only an actual policy shift but also the increasing reluctance on the part of intellectuals, politicans, and policy analysts to identify and address social problems as explicitly racial problems.

Moving beyond the university setting, Takagi explores the political significance of the retreat from race by linking Asian-American admissions to other controversies in higher education and in American politics, including the debates over political correctness and multiculturalism. In her assessment, the retreat from race is likely to fail at its promise of easing racial tension and promoting racial equality.