This book examines the connections between public school reform in the early twentieth century and American political development from 1890 to 1940.

American Educational History: School, Society, and the Common Good is an up-to-date, contemporary examination of historical trends that have helped shape schools and education in the United States. Author William H. Jeynes places a strong emphasis on recent history, most notably post-World War II issues such as the role of technology, the standards movement, affirmative action, bilingual education, undocumented immigrants, school choice, and much more!

“Democracy has to be born anew every generation, and education is its midwife,” wrote John Dewey in his classic work The School and Society. In School, Society, and State, Tracy Steffes places that idea at the center of her exploration of the connections between public school reform in the early twentieth century and American political development from 1890 to 1940. American public schooling, Steffes shows, was not merely another reform project of the Progressive Era, but a central one. She addresses why Americans invested in public education and explains how an array of reformers subtly transformed schooling into a tool of social governance to address the consequences of industrialization and urbanization. By extending the reach of schools, broadening their mandate, and expanding their authority over the well-being of children, the state assumed a defining role in the education—and in the lives—of American families. In School, Society, and State, Steffes returns the state to the study of the history of education and brings the schools back into our discussion of state power during a pivotal moment in American political development.

The authors are proud sponsors of the 2020 SAGE Keith Roberts Teaching Innovations Award—enabling graduate students and early career faculty to attend the annual ASA pre-conference teaching and learning workshop. This comprehensive anthology features classical readings on the sociology of education, as well as current, original essays by notable contemporary scholars. Assigned as a main text or a supplement, this fully updated Sixth Edition uses the open systems approach to provide readers with a framework for understanding and analyzing the book’s range of topics. Jeanne H. Ballantine, Joan Z. Spade, and new co-editor Jenny M. Stuber, all experienced researchers and instructors in this subject, have chosen articles that are highly readable, and that represent the field’s major theoretical perspectives, methods, and issues. The Sixth Edition includes twenty new selections and five revisions of original readings and features new perspectives on some of the most contested issues in the field today, such as school funding, gender issues in schools, parent and neighborhood influences on learning, growing inequality in schools, and charter schools.

Why do many Asian, African, and Latin American states have such difficulty in directing the behavior of their populations--in spite of the resources at their disposal? And why do a small number of other states succeed in such control? What effect do failing laws and social policies have on the state itself? In answering these questions, Joel Migdal takes a new look at the role of the state in the third world. Strong Societies and Weak States offers a fresh approach to the study of state-society relations and to the possibilities for economic and political reforms in the third world. In Asia, Africa, and Latin America, state institutions have established a permanent presence among the populations of even the most remote villages. A close look at the performance of these agencies, however, reveals that often they operate on principles radically different from those conceived by their founders and creators in the capital city. Migdal proposes an answer to this paradox: a model of state-society relations that highlights the state's struggle with other social organizations and a theory that explains the differing abilities of states to predominate in those struggles.

The rise and influence of public opinion on Chinese foreign policy reveals a remarkable evolution in authoritarian responses to social turmoil. James Reilly shows how Chinese leaders have responded to popular demands for political participation with a sophisticated strategy of tolerance, responsiveness, persuasion, and repression—a successful approach that helps explain how and why the Communist Party continues to rule China. Through a detailed examination of China's relations with Japan from 1980 to 2010, Reilly reveals the populist origins of a wave of anti-Japanese public mobilization that swept across China in the early 2000s. Popular protests, sensationalist media content, and emotional public opinion combined to impede diplomatic negotiations, interrupt economic cooperation, spur belligerent rhetoric, and reshape public debates. Facing a mounting domestic and diplomatic crisis, Chinese leaders responded with a remarkable reversal, curtailing protests and cooling public anger toward Japan. Far from being a fragile state overwhelmed by popular nationalism, market forces, or information technology, China has emerged as a robust and flexible regime that has adapted to its new environment with remarkable speed and effectiveness. Reilly's study of public opinion's influence on foreign policy extends beyond democratic states. It reveals how persuasion and responsiveness sustain Communist Party rule in China and develops a method for examining similar dynamics in different authoritarian regimes. He draws upon public opinion surveys, interviews with Chinese activists, quantitative media analysis, and internal government documents to support his findings, joining theories in international relations, social movements, and public opinion.