After Ross Benes left Nebraska for New York, he witnessed his polite home state become synonymous with “Trump country.” Long dismissed as “flyover” land, the area where he was born and raised suddenly became the subject of TV features and frequent opinion columns. With the rural-urban divide overtaking the national conversation, Benes knew what he had to do: he had to go home. In Rural Rebellion Benes explores Nebraska’s shifting political landscape to better understand what’s plaguing America. He clarifies how Nebraska defies red-state stereotypes while offering readers insights into how a frontier state with a tradition of nonpartisanship succumbed to the hardened right. Extensive interviews with US senators, representatives, governors, state lawmakers, and other power brokers illustrate how local disputes over health-care coverage and education funding became microcosms for our current national crisis. Rural Rebellion is also the story of one man coming to terms with both his past and present. Benes writes about the dissonance of moving from the most rural and conservative region of the country to its most liberal and urban centers as they grow further apart at a critical moment in history. He seeks to bridge America’s current political divides by contrasting the conservative values he learned growing up in a town of three hundred with those of his liberal acquaintances in New York City, where he now lives. At a time when social and political differences are too often portrayed in stark binary terms, and people in the Trump-supporting heartland are depicted in reductive, one-dimensional ways, Benes tells real-life stories to add depth and nuance to our understanding of rural Americans’ attitudes about abortion, immigration, big government, and other contentious issues. His argument and conclusion are simple but powerful: that Americans in disparate places would be less hostile to one another if they just knew each other a little better. Part memoir, journalism, and social science, Rural Rebellion is a book for our times.

The strength of democracy lies in its ability to self-correct, to solve problems and adapt to new challenges. However, increased volatility, resulting from multiple crises on multiple fronts – humanitarian, financial, and environmental – is testing this ability. By offering a new framework for democratic education, Teaching Democracy in an Age of Uncertainty begins a dialogue with education professionals towards the reconstruction of education and by extension our social, cultural and political institutions. This book is the first monograph on philosophy with children to focus on democratic education. The book examines the ways in which education can either perpetuate or disrupt harmful social and political practices and narratives at the classroom level. It is a rethinking of civics and citizenship education as place-responsive learning aimed at understanding and improving human-environment relations to not only face an uncertain world, but also to face the inevitable challenges of democratic disagreement beyond merely promoting pluralism, tolerance and agreement. When viewed as a way of life democracy becomes both a goal and a teaching method for developing civic literacy to enable students to articulate and apprehend more than just the predominant political narrative, but to reshape it. This book will be of interest to scholars of philosophy, political science, education, democratic theory, civics and citizenship studies, and peace education research.

At a time of questionable civility in American politics, democratic education appears to be at a crossroads. As we consider how to best explore democracy and foster a more civically-engaged populace in the current socio-political context, it is critical to examine what frames our educational systems, policies, and practices and shapes our civic identity. While teachers struggle with decreased instructional time for social studies and the demands of standardized tests, the social sciences are often pushed to the margins. Reflecting on how to negotiate local, state, national, and global tensions related to policy and practice, educators work to do what is best to equip students to foster democratic citizenship and ideals. Social sciences educators are uniquely positioned to embrace a journey that upholds democratic ideals of equality, freedom, and justice, while simultaneously critiquing inequity and injustice in schools and our society. The contributors to this volume situate a variety of discussions within the context of the crossroads and explore how to negotiate, translate, and reconceptualize our own beliefs and positionings in ways that positively influence and empower students, teachers, teacher educators, and education policy makers. Studies are presented related to civic education, cross-cultural interpretations, emotional citizenship, international economics, and race-consciousness, as well as those that discuss how to challenge dominant narratives and negotiate educational policies and practices.