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This well-written volume explores the relationships between politics and welfare programs for low-income residents in Birmingham during four periods in the twentieth century:

After the Second World War, the idea that local community action was indispensable for the alleviation of poverty was broadly embraced by US policymakers, social scientists, international development specialists, and grassroots activists. Governmental efforts to mobilize community action in the name of democracy served as a volatile condition of possibility for poor people and dispossessed groups negotiating the tension between calls for self-help and demands for self-determination in the era of the Cold War and global decolonization. In Poverty in Common, Alyosha Goldstein suggests new ways to think about the relationship among liberalism, government, and inequality in the United States. He does so by analyzing historical dynamics including Progressive-era reform as a precursor to community development during the Cold War, the ways that the language of "underdevelopment" articulated ideas about poverty and foreignness, the use of poverty as a crucible of interest group politics, and radical groups' critical reframing of community action in anticolonial terms. During the mid-twentieth century, approaches to poverty in the United States were linked to the racialized and gendered negotiation of boundaries—between the foreign and the domestic, empire and nation, violence and order, and dependency and autonomy.

Today, a college education is increasingly viewed as the gateway to the American Dream—a necessary prerequisite for social mobility. Yet recent policy reforms in the United States effectively steer former welfare recipients away from an education that could further their career prospects, forcing them directly into the workforce where they often find only low-paying jobs with little opportunity for growth. In Putting Poor People to Work, Kathleen Shaw, Sara Goldrick-Rab, Christopher Mazzeo, and Jerry A. Jacobs explore this troubling disconnect between the principles of "work-first" and "college for all." Using comprehensive interviews with government officials and sophisticated data from six states over a four year period, Putting Poor People to Work shows how recent changes in public policy have reduced the quantity and quality of education and training available to adults with low incomes. The authors analyze how two policies encouraging work—the federal welfare reform law of 1996 and the Workforce Investment Act of 1998—have made moving people off of public assistance as soon as possible, with little regard to their long-term career prospects, a government priority. Putting Poor People to Work shows that since the passage of these "work-first" laws, not only are fewer low-income individuals pursuing postsecondary education, but when they do, they are increasingly directed towards the most ineffective, short-term forms of training, rather than higher-quality college-level education. Moreover, the schools most able and ready to serve poor adults—the community colleges—are deterred by these policies from doing so. Having a competitive, agile workforce that can compete with any in the world is a national priority. In a global economy where skills are paramount, that goal requires broad popular access to education and training. Putting Poor People to Work shows how current U.S. policy discourages poor Americans from seeking out a college education, stranding them in jobs with little potential for growth. This important new book makes a powerful argument for a shift in national priorities that would encourage the poor to embrace both work and education, rather than having to choose between the two. Institute for Research on Poverty Affiliated Books on Poverty and Public Policy">An Institute for Research on Poverty Affiliated Book on Poverty and Public Policy