Anne E. Marshall
- Published in print:
- 2010
- Published Online:
- July 2014
- ISBN:
- 9780807834367
- eISBN:
- 9781469603834
- Item type:
- book
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/9780807899366_marshall
- Subject:
- History, American History: Civil War
Historian E. Merton Coulter famously said that Kentucky “waited until after the war was over to secede from the Union.” This study traces the development of a Confederate identity in Kentucky between ...
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Historian E. Merton Coulter famously said that Kentucky “waited until after the war was over to secede from the Union.” This study traces the development of a Confederate identity in Kentucky between 1865 and 1925 that belied the fact that Kentucky never left the Union and that more Kentuckians fought for the North than for the South. Following the Civil War, the people of Kentucky appeared to forget their Union loyalties, embracing the Democratic politics, racial violence, and Jim Crow laws associated with formerly Confederate states. Although, on the surface, white Confederate memory appeared to dominate the historical landscape of postwar Kentucky, the author's closer look reveals an active political and cultural dialogue that included white Unionists, Confederate Kentuckians, and the state's African Americans, who, from the last days of the war, drew on Union victory and their part in winning it to lay claim to the fruits of freedom and citizenship. Rather than focusing exclusively on postwar political and economic factors, the book looks over the longer term at Kentuckians' activities—public memorial ceremonies, dedications of monuments, and veterans organizations' events—by which they commemorated the Civil War and fixed the state's remembrance of it for sixty years following the conflict.Less
Historian E. Merton Coulter famously said that Kentucky “waited until after the war was over to secede from the Union.” This study traces the development of a Confederate identity in Kentucky between 1865 and 1925 that belied the fact that Kentucky never left the Union and that more Kentuckians fought for the North than for the South. Following the Civil War, the people of Kentucky appeared to forget their Union loyalties, embracing the Democratic politics, racial violence, and Jim Crow laws associated with formerly Confederate states. Although, on the surface, white Confederate memory appeared to dominate the historical landscape of postwar Kentucky, the author's closer look reveals an active political and cultural dialogue that included white Unionists, Confederate Kentuckians, and the state's African Americans, who, from the last days of the war, drew on Union victory and their part in winning it to lay claim to the fruits of freedom and citizenship. Rather than focusing exclusively on postwar political and economic factors, the book looks over the longer term at Kentuckians' activities—public memorial ceremonies, dedications of monuments, and veterans organizations' events—by which they commemorated the Civil War and fixed the state's remembrance of it for sixty years following the conflict.
Elisabeth Lasch-Quinn
- Published in print:
- 2008
- Published Online:
- September 2012
- ISBN:
- 9780748626014
- eISBN:
- 9780748670673
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748626014.003.0008
- Subject:
- Society and Culture, Cultural Studies
The challenge to democratic ideals forms the basis of this chapter, framed within the broader crisis in intellectual life explored in Chapters 5 and 13 of this volume by Kevin Mattson and Martin ...
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The challenge to democratic ideals forms the basis of this chapter, framed within the broader crisis in intellectual life explored in Chapters 5 and 13 of this volume by Kevin Mattson and Martin Halliwell. Taking texts by George Cotkin, Russell Jacoby and Sven Birkerts as starting points, in this essay the author, Elisabeth Lasch-Quinn, considers the roots of the perceived decline in intellectual culture in the face of bureaucratic and market imperatives. The chapter considers the place of the public intellectual within a period of diminished possibilities and calls for a renewal of social criticism based on a revitalization of democratic politics and a sense of common purpose. The discussion concludes with a survey of other contemporary trends in the fields of globalization, religion, medicine, technology and environmentalism that indicate that social criticism takes many shapes and contours in the early twenty-first century, and serves to map out the second section of this volume.Less
The challenge to democratic ideals forms the basis of this chapter, framed within the broader crisis in intellectual life explored in Chapters 5 and 13 of this volume by Kevin Mattson and Martin Halliwell. Taking texts by George Cotkin, Russell Jacoby and Sven Birkerts as starting points, in this essay the author, Elisabeth Lasch-Quinn, considers the roots of the perceived decline in intellectual culture in the face of bureaucratic and market imperatives. The chapter considers the place of the public intellectual within a period of diminished possibilities and calls for a renewal of social criticism based on a revitalization of democratic politics and a sense of common purpose. The discussion concludes with a survey of other contemporary trends in the fields of globalization, religion, medicine, technology and environmentalism that indicate that social criticism takes many shapes and contours in the early twenty-first century, and serves to map out the second section of this volume.
Anne Newman
- Published in print:
- 2013
- Published Online:
- May 2014
- ISBN:
- 9780226071749
- eISBN:
- 9780226071886
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226071886.003.0006
- Subject:
- Education, Educational Policy and Politics
In Chapter 5, I examine rights claims that are expressed and pursued outside courtrooms through a case study of a leading community organization, Coleman Advocates for Children and Youth in San ...
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In Chapter 5, I examine rights claims that are expressed and pursued outside courtrooms through a case study of a leading community organization, Coleman Advocates for Children and Youth in San Francisco, that has long advocated for children’s rights in the education arena. The purpose of this case study is two-fold: to demonstrate how the rights claims I have argued for can be powerful tools in democratic politics in the US, and to suggest ways in which deliberative theory needs to be revised in light of the inequalities that advocates face as they employ rights claims. I consider what type of citizenship and view of politics Coleman’s efforts endorse, and how it uses rights discourse to advance its education reform goals. I also consider how deliberative ideals may need to be relaxed to make room for rights-based advocacy in non-ideal conditions.Less
In Chapter 5, I examine rights claims that are expressed and pursued outside courtrooms through a case study of a leading community organization, Coleman Advocates for Children and Youth in San Francisco, that has long advocated for children’s rights in the education arena. The purpose of this case study is two-fold: to demonstrate how the rights claims I have argued for can be powerful tools in democratic politics in the US, and to suggest ways in which deliberative theory needs to be revised in light of the inequalities that advocates face as they employ rights claims. I consider what type of citizenship and view of politics Coleman’s efforts endorse, and how it uses rights discourse to advance its education reform goals. I also consider how deliberative ideals may need to be relaxed to make room for rights-based advocacy in non-ideal conditions.
Emily Herring Wilson
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9781469635835
- eISBN:
- 9781469635859
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469635835.003.0003
- Subject:
- History, American History: 20th Century
This chapter describes Eleanor Roosevelt's speech to the New York City Democratic women and her first meeting with Nancy Cook, which led to meeting Cook's partner, Marion Dickerman, their close ...
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This chapter describes Eleanor Roosevelt's speech to the New York City Democratic women and her first meeting with Nancy Cook, which led to meeting Cook's partner, Marion Dickerman, their close friendship, and to their activities to organize the state's progressive Democratic women. Cook and Dickerman, life partners, are introduced to the reader.Less
This chapter describes Eleanor Roosevelt's speech to the New York City Democratic women and her first meeting with Nancy Cook, which led to meeting Cook's partner, Marion Dickerman, their close friendship, and to their activities to organize the state's progressive Democratic women. Cook and Dickerman, life partners, are introduced to the reader.
Maria Kaika and Lazaros Karaliotas
- Published in print:
- 2014
- Published Online:
- May 2015
- ISBN:
- 9780748682973
- eISBN:
- 9781474406475
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748682973.003.0013
- Subject:
- Political Science, Political Theory
This chapter performs an ethnographic reading of the Indignants’ occupation of Athens’ Syntagma Square during the summer of 2011. In doing so, we move beyond approaches that either demonize the ...
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This chapter performs an ethnographic reading of the Indignants’ occupation of Athens’ Syntagma Square during the summer of 2011. In doing so, we move beyond approaches that either demonize the Indignant Squares as an apolitical/post-post political crowd gathering or idealize them as the model of 21st century political praxis. Reading the spatial and discursive repertoires that unfolded in and through the Indignant Squares, we highlight the existence of not one, but two distinct Indignant Squares, each with its own topography (upper and lower square), and its own discursive and material practices. While both squares staged dissent, they nevertheless articulated conflicting, and at times radically opposing, political imaginaries. On the one hand, the ‘upper square’ remained confined within ritualistic moaning and cursing, often emanating nationalist and/or xenophobic discourses. On the other, the ‘lower square’ evolved around more organized efforts to stage a politics of direct democratic practices and solidarity. Building on this account, we argue for a more nuanced analysis of the organizational, spatial and discursive choreographies of events like the Indignant Squares. Reading Indignant Squares in the plural, we maintain, helps explore in more grounded ways the possibilities as well as the limitations of these events in instituting democratic politics.Less
This chapter performs an ethnographic reading of the Indignants’ occupation of Athens’ Syntagma Square during the summer of 2011. In doing so, we move beyond approaches that either demonize the Indignant Squares as an apolitical/post-post political crowd gathering or idealize them as the model of 21st century political praxis. Reading the spatial and discursive repertoires that unfolded in and through the Indignant Squares, we highlight the existence of not one, but two distinct Indignant Squares, each with its own topography (upper and lower square), and its own discursive and material practices. While both squares staged dissent, they nevertheless articulated conflicting, and at times radically opposing, political imaginaries. On the one hand, the ‘upper square’ remained confined within ritualistic moaning and cursing, often emanating nationalist and/or xenophobic discourses. On the other, the ‘lower square’ evolved around more organized efforts to stage a politics of direct democratic practices and solidarity. Building on this account, we argue for a more nuanced analysis of the organizational, spatial and discursive choreographies of events like the Indignant Squares. Reading Indignant Squares in the plural, we maintain, helps explore in more grounded ways the possibilities as well as the limitations of these events in instituting democratic politics.
Anne Newman
- Published in print:
- 2013
- Published Online:
- May 2014
- ISBN:
- 9780226071749
- eISBN:
- 9780226071886
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226071886.001.0001
- Subject:
- Education, Educational Policy and Politics
In this book, Anne Newman addresses urgent moral and policy questions about educational justice in a democratic society. She focuses on two questions that arise at the intersection of political ...
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In this book, Anne Newman addresses urgent moral and policy questions about educational justice in a democratic society. She focuses on two questions that arise at the intersection of political theory, educational policy, and the law. The first is a theoretical question: What is the place of a right to education in a deliberative democracy? She argues for this right as a matter of equal citizenship, and emphasizes that it must be shielded from the sway of majoritarian policy-making far more carefully than policy-makers and theorists recognize. She then turns to a related practical question: How can this right be realized in the US?She offers two case studies of leading types of rights-based democratic activism: school finance litigation at the state level, and the mobilization of citizens through community-based organizations. She compares the role of rights claims on these different paths to reform, and also considers how democratic ideals may need to be revised in light of the obstacles that reformers face in their advocacy for educational rights. By bringing together philosophical analysis and policy-minded case studies, this book advances understanding of the relationships among moral and legal rights, education reform, and democratic politics.Less
In this book, Anne Newman addresses urgent moral and policy questions about educational justice in a democratic society. She focuses on two questions that arise at the intersection of political theory, educational policy, and the law. The first is a theoretical question: What is the place of a right to education in a deliberative democracy? She argues for this right as a matter of equal citizenship, and emphasizes that it must be shielded from the sway of majoritarian policy-making far more carefully than policy-makers and theorists recognize. She then turns to a related practical question: How can this right be realized in the US?She offers two case studies of leading types of rights-based democratic activism: school finance litigation at the state level, and the mobilization of citizens through community-based organizations. She compares the role of rights claims on these different paths to reform, and also considers how democratic ideals may need to be revised in light of the obstacles that reformers face in their advocacy for educational rights. By bringing together philosophical analysis and policy-minded case studies, this book advances understanding of the relationships among moral and legal rights, education reform, and democratic politics.
Jimia Boutouba
- Published in print:
- 2018
- Published Online:
- September 2019
- ISBN:
- 9780719099489
- eISBN:
- 9781526135902
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719099489.003.0008
- Subject:
- Literature, Criticism/Theory
This chapter demonstrates how Moroccan-Belgian filmmaker Nabil Ben Yadir’s La Marche presents the 1983 March for Equality and against Racism as a political praxis and a metaphor for homecoming. As a ...
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This chapter demonstrates how Moroccan-Belgian filmmaker Nabil Ben Yadir’s La Marche presents the 1983 March for Equality and against Racism as a political praxis and a metaphor for homecoming. As a group, the march connotes desired community and emotional togetherness. It promotes anchoring visions of solidarity and connectedness across gender, class, racial and sexual divides. As a metaphor, the marching group becomes a political mode of existence. In La Marche, Ben Yadir thus offers an oppositional gaze to dominant politics and a substantial project, in the shape of a narrative of mobility that moves away from allocated places and the suppressed speech of the ‘unaccounted for’ to formulated politics and discourse.Less
This chapter demonstrates how Moroccan-Belgian filmmaker Nabil Ben Yadir’s La Marche presents the 1983 March for Equality and against Racism as a political praxis and a metaphor for homecoming. As a group, the march connotes desired community and emotional togetherness. It promotes anchoring visions of solidarity and connectedness across gender, class, racial and sexual divides. As a metaphor, the marching group becomes a political mode of existence. In La Marche, Ben Yadir thus offers an oppositional gaze to dominant politics and a substantial project, in the shape of a narrative of mobility that moves away from allocated places and the suppressed speech of the ‘unaccounted for’ to formulated politics and discourse.
