The Case For Contention

From the fights about the teaching of evolution to the details of sex education, it may seem like American schools are hotbeds of controversy. But as Jonathan Zimmerman and Emily Robertson show in this insightful book, it is precisely because such topics are so inflammatory outside school walls that they are so commonly avoided within them. And this, they argue, is a tremendous disservice to our students. Armed with a detailed history of the development of American educational policy and norms and a clear philosophical analysis of the value of contention in public discourse, they show that one of the best things American schools should do is face controversial topics dead on, right in their classrooms. Zimmerman and Robertson highlight an aspect of American politics that we know all too well: We are terrible at having informed, reasonable debates. We opt instead to hurl insults and accusations at one another or, worse, sit in silence and privately ridicule the other side. Wouldn’t an educational system that focuses on how to have such debates in civil and mutually respectful ways improve our public culture and help us overcome the political impasses that plague us today? To realize such a system, the authors argue that we need to not only better prepare our educators for the teaching of hot-button issues, but also provide them the professional autonomy and legal protection to do so. And we need to know exactly what constitutes a controversy, which is itself a controversial issue. The existence of climate change, for instance, should not be subject to discussion in schools: scientists overwhelmingly agree that it exists. How we prioritize it against other needs, such as economic growth, however—that is worth a debate. With clarity and common-sense wisdom, Zimmerman and Robertson show that our squeamishness over controversy in the classroom has left our students woefully underserved as future citizens. But they also show that we can fix it: if we all just agree to disagree, in an atmosphere of mutual respect.

Seeking to disprove the theory of human evolution, the author examines the fossils of the so-called "ape men."

For the last two decades, Sidney Tarrow has explored "contentious politics"—disruptions of the settled political order caused by social movements. These disruptions range from strikes and street protests to riots and civil disobedience to revolution. In War, States, and Contention, Tarrow shows how such movements sometimes trigger, animate, and guide the course of war and how they sometimes rise during war and in war's wake to change regimes or even overthrow states. Tarrow draws on evidence from historical and contemporary cases, including revolutionary France, the United States from the Civil War to the anti–Vietnam War movement, Italy after World War I, and the United States during the decade following 9/11.In the twenty-first century, movements are becoming transnational, and globalization and internationalization are moving war beyond conflict between states. The radically new phenomenon is not that movements make war against states but that states make war against movements. Tarrow finds this an especially troublesome development in recent U.S. history. He argues that that the United States is in danger of abandoning the devotion to rights it had expanded through two centuries of struggle and that Americans are now institutionalizing as a "new normal" the abuse of rights in the name of national security. He expands this hypothesis to the global level through what he calls "the international state of emergency."

Magdalene la Bâtarde is summoned to Oxford by William of Ypres, her patron. William suspects trouble, which Magdalene, along with Sir Bellamy of Itchen, may help to unravel. Niall Arvagh has been accused of murder, and William believes his enemies will insist that he ordered the murder. But is Bell so jealous of William that he’d forget his own sense of justice? 3rd of the Magdalene la Bâtarde Medieval Mysteries by Roberta Gellis; originally published by Forge

The means by which people protest—that is, their repertoires of contention—vary radically from one political regime to the next. Highly capable undemocratic regimes such as China's show no visible signs of popular social movements, yet produce many citizen protests against arbitrary, predatory government. Less effective and undemocratic governments like the Sudan’s, meanwhile, often experience regional insurgencies and even civil wars. In Regimes and Repertoires, Charles Tilly offers a fascinating and wide-ranging case-by-case study of various types of government and the equally various styles of protests they foster. Using examples drawn from many areas—G8 summit and anti-globalization protests, Hindu activism in 1980s India, nineteenth-century English Chartists organizing on behalf of workers' rights, the revolutions of 1848, and civil wars in Angola, Chechnya, and Kosovo—Tilly masterfully shows that such episodes of contentious politics unfold like loosely scripted theater. Along the way, Tilly also brings forth powerful tools to sort out the reasons why certain political regimes vary and change, how the people living under them make claims on their government, and what connections can be drawn between regime change and the character of contentious politics.

From Contention to Democracy addresses a crucial aspect of contemporary societies: the role of social movements for political and social change. The volume gathers together essays written by prominent social theorists who have been asked to reflect on the relationship between movements and processes of social, political and cultural change. Three broad types of movement-change nexus are distinguished and discussed: incorporation, transformation, and democratization. The chapters in this book all point to the place of social movements in relation to these three processes of change, while discussing the history and well-known events of social movements. Individual occurrences such as the protest of French students in 1968 or Chilean shantytown dwellers are examined. The final essay looks ahead, wondering: what is the future of social movements?

"The authors challenge currently dominant approaches to migration, and offer important ways to move between the individual experience and the structure of the world system."---Alan Smart, University of Calgary --

Applying a critical lens to language education, this book explores the tensions that Latinx students face in relation to their identities, social and institutional settings, and other external factors. Across diverse contexts, these students confront complex debates and contestable affirmations that intersect with their lived experiences and social histories. Martinez and Train highlight the pedagogic and ethical urgency of teacher responsibility, learner agency and social justice in critically addressing the consequences, constraints, and affordances of the language education that Latinx students experience in historically-situated and institutionally defined spaces of practice, ideology and policy. Reframing language studies to take into account the roles of power, inequality, and social settings, this book provokes dialogue between areas of language education that rarely interface. Through privileging the learner experience, the book provides a window to the contested spaces across language education and generates new opportunities for engagement and action. Offering nuanced and insightful analyses, this book is ideal for scholars, language researchers, language teacher educators and graduate students in all areas of language education.