Civic Ideals

Is civic identity in the United States really defined by liberal, democratic political principles? Or is U.S. citizenship the product of multiple traditions--not only liberalism and republicanism but also white supremacy, Anglo-Saxon supremacy, Protestant supremacy, and male supremacy? In this powerful and disturbing book, Rogers Smith traces political struggles over U.S. citizenship laws from the colonial period through the Progressive era and shows that throughout this time, most adults were legally denied access to full citizenship, including political rights, solely because of their race, ethnicity, or gender. Basic conflicts over these denials have driven political development and civic membership in the U.S., Smith argues. These conflicts are what truly define U.S. civic identity up to this day. Others have claimed that nativist, racist, and sexist traditions have been marginal or that they are purely products of capitalist institutions. In contrast, Smith's pathbreaking account explains why these traditions have been central to American political and economic life. He shows that in the politics of nation building, principles of democracy and liberty have often failed to foster a sense of shared "peoplehood" and have instead led many Americans to claim that they are a "chosen people," a "master race" or superior culture, with distinctive gender roles. Smith concludes that today the United States is in a period of reaction against the egalitarian civic reforms of the last generation, with nativist, racist, and sexist beliefs regaining influence. He suggests ways that proponents of liberal democracy should alter their view of U.S. citizenship in order to combat these developments more effectively.

The Wheel of Ideals shows three families of ideals, the heroic, civic and altruistic, that sometimes work together and sometimes conflict. Every ideal has its true believers, and unbelievers: some people believe in it strongly, others less strongly, and others not at all--or so they claim. As ideals divide, people also divide. We can't all get along, perfectly, all the time, even with ourselves. Why not? Do we need conflict to make progress? Is perfect peace too peaceful? As ideals can be ignored or betrayed, they can also be carried too far, into decadence: dionysian overheating and the apollonian deep freeze. If you carried an ideal too far, how would you come to realize your mistake? How would you feel the gravity, the balancing pull, of the ideal calling you home? Without failure, without going too far, what is lost? What is the good of all these ideals, and these forms of decadence? The Wheel of Ideals suggests that we will go on asking these questions.

Citizenship describes, analyzes and interprets the topic of citizenship in a global context as it has developed historically, in its variations as a political concept and status, and the ways in which citizens have been and are being educated for that status. The book provides a historical survey which ranges from the Ancient Greeks to the twentieth century, and reveals the legacies which each era passed on to later centuries. It explains the meaning of citizenship, what political citizenship entails and the nature of citizenship as a status, and also tackles the issue of whether there can be a generally accepted, holistic understanding of the idea. For this new edition an epilogue has been written which demonstrates the intense nature of the academic and pedagogical debates on the subject as well as the practical matters relating to the status since 1990.

Designed for use in elementary and secondary social studies education courses, this book supports the teaching of social studies methods in a range of educational settings. By highlighting long-standing content and principles of social studies education in a concise and direct way, this volume offers the building blocks of a comprehensive course, for use as springboards to the effective presentation of professors’ desired course emphases. With sections on foundations, subject areas, and best practices, this text explains the intersection between the "modelling" role of social studies teachers as democratic citizens, social studies fields of study, and strategies implemented in the classroom to encourage students’ critical thinking and values formation.

Contemporary public policy challenges are increasingly called “wicked problems,” or problems that cannot be solved by one sector or one agency of government alone. Solutions to wicked problems often further require the recognition and acceptance of tradeoffs or drawbacks, which might include a cost or sacrifice for the whole of society or a subsection of society. Based on the premise that government of, by, and for the people is not sufficient to rise to and meet wicked public policy problems, this volume provides strategies and ideas for public administration educators across diverse environments, as well as undergraduate and graduate education, to include and integrate the principles of “with the people” in public administration education and practice. This book explores the ways that notions of governing with citizens can be integrated into courses that focus on public administration and policy. It invites instructors to think about what it means to be educators within higher education institutions in a democratic society, championing deliberation and engagement as a way to prepare students for professional roles in their communities. Each chapter is written by a contributor who has road-tested the inclusion of democratic ideals and principles in their own classrooms, and each chapter therefore provides blueprints, curriculum plans, and lesson plans for the integration of democratic principles in public administration education and practice. Teaching Democratic Ideals to Public Affairs Students is essential reading for faculty in public administration, public policy, and political science departments, and it will also be a useful guidebook for practicing public administrators, as well as those who provide training to practicing administrators and leaders.

In Civic Liberalism: Reflections on Our Democratic Ideals, prominent political theorist Thomas A. Spragens, Jr. asserts that most versions of democratic ideals--libertarianism, liberal egalitarianism, difference liberalism, and the liberalism of fear--lead our polity significantly astray. Spragens offers another alternative. He argues that we should recover the multiple and complex aspirations found within the tradition of democratic liberalism and integrate them into a more compelling public philosophy for our time--or what he calls civic liberalism. Civic liberalism, Spragens contends, endorses both liberty and equality although neither can properly be understood as a maximizing principle. Instead, liberty should be seen as the constitutive threshold good of autonomy; and equality should be seen as a moral postulate and instrumental good. Moreover, civic liberalism explicitly embraces forms of 'fraternity, ' civic friendship, and civic virtue consistent with respect for social pluralism. Therefore, a better understanding of our democratic ideals will free us from the constrictive orthodoxies of the left and right, lead us toward better public policy, and help us become a well ordered society of flourishing, self-governing civic equals.

Americans have been claiming and defending rights since long before the nation achieved independence. But few Americans recognize how profoundly the nature of rights has changed over the past three hundred years. In The Nature of Rights at the American Founding and Beyond, Barry Alan Shain gathers together essays by some of the leading scholars in American constitutional law and history to examine the nature of rights claims in eighteenth-century America and how they differed, if at all, from today’s understandings. Was America at its founding predominantly individualistic or, in some important way, communal? Similarly, which understanding of rights was of greater centrality: the historical "rights of Englishmen" or abstract natural rights? And who enjoyed these rights, however understood? Everyone? Or only economically privileged and militarily responsible male heads of households? The contributors also consider how such concepts of rights have continued to shape and reshape the American experience of political liberty to this day. Beginning with the arresting transformation in the grounding of rights prompted by the American War of Independence, the volume moves through what the contributors describe as the "Founders’ Bill of Rights" to the "second" Bill of Rights that coincided with the Civil War, and ends with the language of rights erupting from the horrors of the Second World War and its aftermath in the Cold War. By asking what kind of nation the founding generation left us, or intended to leave us, the contributors are then able to compare that nation to the nation we have become. Most, if not all, of the essays demonstrate that the nature of rights in America has been anything but constant, and that the rights defended in the late eighteenth century stand at some distance from those celebrated today. Contributors:Akhil Reed Amar, Yale University * James H. Hutson, Library of Congress * Stephen Macedo, Princeton University * Richard Primus, University of Michigan * Jack N. Rakove, Stanford University * John Phillip Reid, New York University * Daniel T. Rodgers, Princeton University * A. Gregg Roeber, Pennsylvania State University * Barry Alan Shain, Colgate University * Rogers M. Smith, University of Pennsylvania * Leif Wenar, University of Sheffield * Gordon S. Wood, Brown University