Böcker i Princeton Studies in Cultural Sociology-serien

During the 1980s and 1990s, Brazil struggled to rebuild its democracy after twenty years of military dictatorship, experiencing financial crises, corruption scandals, political protest, and intense electoral contention. In the midst of this turmoil, Ann Mische argues in this remarkable book, youth activists of various stripes played a vital and unrecognized role, contributing new forms of political talk and action to Brazil's emerging democracy. Drawing upon extensive and rich ethnography as well as formal network analysis, Mische tracks the lives of young activists through intersecting political networks, including student movements, church-based activism, political parties, nongovernmental organizations, and business and professional organizations. She probes the problems and possibilities they encountered in combining partisan activism with other kinds of civic involvement. In documenting activists' struggles to develop cross-partisan publics of various kinds, Mische explores the distinct styles of communication and leadership that emerged across organizations and among individuals. Drawing on the ideas of Habermas, Gramsci, Dewey, and Machiavelli, Partisan Publics highlights political communication styles and the forms of mediation and leadership they give rise to--for democratic politics in Brazil and elsewhere. Insightful in its discussion of culture, methodology, and theory, Partisan Publics argues that partisanship can play a significant role in civic life, helping to build relations and institutions in an emerging democracy.

Volunteering improves inner character, builds community, cures poverty, and prevents crime. We've all heard this kind of empowerment talk from nonprofit and government-sponsored civic programs. But what do these programs really accomplish? In Making Volunteers, Nina Eliasoph offers an in-depth, humorous, wrenching, and at times uplifting look inside youth and adult civic programs. She reveals an urgent need for policy reforms in order to improve these organizations and shows that while volunteers learn important lessons, they are not always the lessons that empowerment programs aim to teach. With short-term funding and a dizzy mix of mandates from multiple sponsors, community programs develop a complex web of intimacy, governance, and civic life. Eliasoph describes the at-risk youth served by such programs, the college-bound volunteers who hope to feel selfless inspiration and plump up their resumes, and what happens when the two groups are expected to bond instantly through short-term projects. She looks at adult "e;plug-in"e; volunteers who, working in after-school programs and limited by time, hope to become like beloved aunties to youth. Eliasoph indicates that adult volunteers can provide grassroots support but they can also undermine the family-like warmth created by paid organizers. Exploring contradictions between the democratic rhetoric of empowerment programs and the bureaucratic hurdles that volunteers learn to navigate, the book demonstrates that empowerment projects work best with less precarious funding, more careful planning, and mandatory training, reflection, and long-term commitments from volunteers. Based on participant research inside civic and community organizations, Making Volunteers illustrates what these programs can and cannot achieve, and how to make them more effective.

Economists and Societies is the first book to systematically compare the profession of economics in the United States, Britain, and France, and to explain why economics, far from being a uniform science, differs in important ways among these three countries. Drawing on in-depth interviews with economists, institutional analysis, and a wealth of scholarly evidence, Marion Fourcade traces the history of economics in each country from the late nineteenth century to the present, demonstrating how each political, cultural, and institutional context gave rise to a distinct professional and disciplinary configuration. She argues that because the substance of political life varied from country to country, people's experience and understanding of the economy, and their political and intellectual battles over it, crystallized in different ways--through scientific and mercantile professionalism in the United States, public-minded elitism in Britain, and statist divisions in France. Fourcade moves past old debates about the relationship between culture and institutions in the production of expert knowledge to show that scientific and practical claims over the economy in these three societies arose from different elites with different intellectual orientations, institutional entanglements, and social purposes. Much more than a history of the economics profession, Economists and Societies is a revealing exploration of American, French, and British society and culture as seen through the lens of their respective economic institutions and the distinctive character of their economic experts.

This book compares two challenges made to American public school curricula in the 1980s and 1990s. It identifies striking similarities between proponents of Afrocentrism and creationism, accounts for their differential outcomes, and draws important conclusions for the study of culture, organizations, and social movements. Amy Binder gives a brief history of both movements and then describes how their challenges played out in seven school districts. Despite their very different constituencies--inner-city African American cultural essentialists and predominately white suburban Christian conservatives--Afrocentrists and creationists had much in common. Both made similar arguments about oppression and their children's well-being, both faced skepticism from educators about their factual claims, and both mounted their challenges through bureaucratic channels. In each case, challenged school systems were ultimately able to minimize or reject challengers' demands, but the process varied by case and type of challenge. Binder finds that Afrocentrists were more successful in advancing their cause than were creationists because they appeared to offer a solution to the real problem of urban school failure, met with more administrative sympathy toward their complaints of historic exclusion, sought to alter lower-prestige curricula (history, not science), and faced opponents who lacked a legal remedy comparable to the rule of church-state separation invoked by creationism's opponents. Binder's analysis yields several lessons for social movements research, suggesting that researchers need to pay greater attention to how movements seek to influence bureaucratic decision making, often from within. It also demonstrates the benefits of examining discursive, structural, and institutional factors in concert.

More than one million American children are schooled by their parents. As their ranks grow, home schoolers are making headlines by winning national spelling bees and excelling at elite universities. The few studies conducted suggest that homeschooled children are academically successful and remarkably well socialized. Yet we still know little about this alternative to one of society's most fundamental institutions. Beyond a vague notion of children reading around the kitchen table, we don't know what home schooling looks like from the inside. Sociologist Mitchell Stevens goes behind the scenes of the homeschool movement and into the homes and meetings of home schoolers. What he finds are two very different kinds of home education--one rooted in the liberal alternative school movement of the 1960s and 1970s and one stemming from the Christian day school movement of the same era. Stevens explains how this dual history shapes the meaning and practice of home schooling today. In the process, he introduces us to an unlikely mix of parents (including fundamentalist Protestants, pagans, naturalists, and educational radicals) and notes the core values on which they agree: the sanctity of childhood and the primacy of family in the face of a highly competitive, bureaucratized society. Kingdom of Children aptly places home schoolers within longer traditions of American social activism. It reveals that home schooling is not a random collection of individuals but an elaborate social movement with its own celebrities, networks, and characteristic lifeways. Stevens shows how home schoolers have built their philosophical and religious convictions into the practical structure of the cause, and documents the political consequences of their success at doing so. Ultimately, the history of home schooling serves as a parable about the organizational strategies of the progressive left and the religious right since the 1960s.Kingdom of Children shows what happens when progressive ideals meet conventional politics, demonstrates the extraordinary political capacity of conservative Protestantism, and explains the subtle ways in which cultural sensibility shapes social movement outcomes more generally.

Learning to argue and persuade in a highly competitive environment is only one aspect of life on a high-school debate team. Teenage debaters also participate in a distinct cultural world--complete with its own jargon and status system--in which they must negotiate complicated relationships with teammates, competitors, coaches, and parents as well as classmates outside the debating circuit. In Gifted Tongues, Gary Alan Fine offers a rich description of this world as a testing ground for both intellectual and emotional development, while seeking to understand adolescents as social actors. Considering the benefits and drawbacks of the debating experience, he also recommends ways of reshaping programs so that more high schools can use them to boost academic performance and foster specific skills in citizenship. Fine analyzes the training of debaters in rapid-fire speech, rules of logical argumentation, and the strategic use of evidence, and how this training instills the core values of such American institutions as law and politics. Debates, however, sometimes veer quickly from fine displays of logic to acts of immaturity--a reflection of the tensions experienced by young people learning to think as adults. Fine contributes to our understanding of teenage years by encouraging us not to view them as a distinct stage of development but rather a time in which young people draw from a toolkit of both childlike and adult behaviors. A well-designed debate program, he concludes, nurtures the intellect while providing a setting in which teens learn to make better behavioral choices, ones that will shape relationships in their personal, professional, and civic lives.

Soccer is the world's favorite pastime, a passion for billions around the globe. In the United States, however, the sport is a distant also-ran behind football, baseball, basketball, and hockey. Why is America an exception? And why, despite America's leading role in popular culture, does most of the world ignore American sports in return? Offside is the first book to explain these peculiarities, taking us on a thoughtful and engaging tour of America's sports culture and connecting it with other fundamental American exceptionalisms. In so doing, it offers a comparative analysis of sports cultures in the industrial societies of North America and Europe. The authors argue that when sports culture developed in the late nineteenth and early twentieth centuries, nativism and nationalism were shaping a distinctly American self-image that clashed with the non-American sport of soccer. Baseball and football crowded out the game. Then poor leadership, among other factors, prevented soccer from competing with basketball and hockey as they grew. By the 1920s, the United States was contentedly isolated from what was fast becoming an international obsession. The book compares soccer's American history to that of the major sports that did catch on. It covers recent developments, including the hoopla surrounding the 1994 soccer World Cup in America, the creation of yet another professional soccer league, and American women's global preeminence in the sport. It concludes by considering the impact of soccer's growing popularity as a recreation, and what the future of sports culture in the country might say about U.S. exceptionalism in general.

In the decades following World War II, American scientists were celebrated for their contributions to social and technological progress. They were also widely criticized for their increasingly close ties to military and governmental power--not only by outside activists but from among the ranks of scientists themselves. Disrupting Science tells the story of how scientists formed new protest organizations that democratized science and made its pursuit more transparent. The book explores how scientists weakened their own authority even as they invented new forms of political action. Drawing extensively from archival sources and in-depth interviews, Kelly Moore examines the features of American science that made it an attractive target for protesters in the early cold war and Vietnam eras, including scientists' work in military research and activities perceived as environmentally harmful. She describes the intellectual traditions that protesters drew from--liberalism, moral individualism, and the New Left--and traces the rise and influence of scientist-led protest organizations such as Science for the People and the Union of Concerned Scientists. Moore shows how scientist protest activities disrupted basic assumptions about science and the ways scientific knowledge should be produced, and recast scientists' relationships to political and military institutions. Disrupting Science reveals how the scientific community cumulatively worked to unbind its own scientific authority and change how science and scientists are perceived. In doing so, the book redefines our understanding of social movements and the power of insider-led protest.

Moviegoers and critics generally consider some Hollywood products - even some blockbusters - to be legitimate works of art. This title tells how social and cultural forces radically changed the public's perceptions of American movies just as those forces were radically changing the movies themselves.

Examines not only how therapeutic strategies deviate from traditional judiciary proceedings, but also how these differences reflect changes afoot in American culture and conceptions of justice. This work analyzes a different type of courtroom drama in which the judge engages directly and regularly with the defendant-turned-client.

Features a case study of a 'planned unit development' in America, Twin Rivers. This book traces the birth and unfolding of Twin Rivers from a former potato field into a community. It reveals the community of Twin Rivers through a multidimensional social microscope. It is intended for social scientists, architects, and physical planners.

Examines how twenty-six poverty-stricken African American men from Chicago view their prospects for getting ahead. This book documents their definitions of good jobs and the good life - and their beliefs about whether and how these can be attained. It reveals how these men have experienced varying degrees of exposure to more-privileged Americans.