Virtual Library

Poverty amidst affluence, chronic unemployment, political apathy a cynicism, crime and corruption, sexism, racism, and a moral climate widespread hedonism-these are evils familiar to all of us. The abo is the first sentence in my recent book, Toward a Just Social Order. that book I use theoretical ideas from sociology and ethical philosop to locate and defend those institutional arrangements appropriate t just social order. My book is an exploration in social theory. More spcifically, it is a work in normative sociology. 2 What distinguishes this sort of social theory from the kind familiar most social scientists is where I begin, what I see as the aims of soc theorizing, and what I consider to be most relevant for the justification of social, political, and economic arrangements. I begin with the asumption that actual human needs-as experienced by people every where-ought to be an inescapable component in social theory. Th aim in normative theorizing, as I see it, is not only to explain the extence of various institutional regularities but also to specify the sorts o social, political, and economic arrangements required for meetin people's basic needs. It follows, then, that the justificatory test for a such arrangements is how well they meet the basic needs of moral equal human beings

Nazism triumphed in Germany during the high era of Jim Crow laws in the United States. Did the American regime of racial oppression in any way inspire the Nazis? The unsettling answer is yes. In Hitler's American Model, James Whitman presents a detailed investigation of the American impact on the notorious Nuremberg Laws, the centerpiece anti-Jewish legislation of the Nazi regime. Both American citizenship and antimiscegenation laws proved directly relevant to the two principal Nuremberg Laws--the Citizenship Law and the Blood Law. Contrary to those who have insisted otherwise, Whitman demonstrates that the Nazis took a real, sustained, significant, and revealing interest in American race policies. He looks at the ultimate, ugly irony that when Nazis rejected American practices, it was sometimes not because they found them too enlightened but too harsh. Indelibly linking American race laws to the shaping of Nazi policies in Germany, Hitler's American Model upends the understanding of America's influence on racist practices in the wider world.

In the early years of the People's Republic, the Communist Party sought to transform gender relations. Yet those gains have been steadily eroded in China's post-socialist era.

Contrary to the image presented by China's media, women in China have experienced a dramatic rollback of rights and gains relative to men.

In Leftover Women, Leta Hong Fincher exposes shocking levels of structural discrimination against women, and the broader damage this has caused to China's economy, politics, and development.

Every morning Chicagoans wake up to the same stark headlines that read like some macabre score: “13 shot, 4 dead overnight across the city,” and nearly every morning the same elision occurs: what of the nine other victims? As with war, much of our focus on inner-city violence is on the death toll, but the reality is that far more victims live to see another day and must cope with their injuries—both physical and psychological—for the rest of their lives. Renegade Dreams is their story. Walking the streets of one of Chicago’s most violent neighborhoods—where the local gang has been active for more than fifty years—Laurence Ralph talks with people whose lives are irrecoverably damaged, seeking to understand how they cope and how they can be better helped.

Going deep into a West Side neighborhood most Chicagoans only know from news reports—a place where children have been shot just for crossing the wrong street—Ralph unearths the fragile humanity that fights to stay alive there, to thrive, against all odds. He talks to mothers, grandmothers, and pastors, to activists and gang leaders, to the maimed and the hopeful, to aspiring rappers, athletes, or those who simply want safe passage to school or a steady job. Gangland Chicago, he shows, is as complicated as ever. It’s not just a warzone but a community, a place where people’s dreams are projected against the backdrop of unemployment, dilapidated housing, incarceration, addiction, and disease, the many hallmarks of urban poverty that harden like so many scars in their lives. Recounting their stories, he wrestles with what it means to be an outsider in a place like this, whether or not his attempt to understand, to help, might not in fact inflict its own damage. Ultimately he shows that the many injuries these people carry—like dreams—are a crucial form of resilience, and that we should all think about the ghetto differently, not as an abandoned island of unmitigated violence and its helpless victims but as a neighborhood, full of homes, as a part of the larger society in which we all live, together, among one another.

Scholars have documented the emergence of apparently race-neutral discourses that serve to entrench racial stratification following the elimination of de jure segregation. These discourses deny the existence of both present-day racism and the contemporary effects of histories of racial oppression. Researchers posit that individuals are socialized into these views, but little empirical attention has been paid to the processes through which such socialization occurs. Focusing on the South African case study, I draw on five months of daily observations in seventeen 9th-grade history classrooms, content analysis of notes distributed in class, and 170 in-depth interviews with teachers and students to document how and why students are taught not to attend to the effects of apartheid on their society. To mitigate race-based conflict in their local school context, teachers told “both sides of the story,” highlighting that not all whites were perpetrators and not all blacks were victims. By decoupling the racialized coding of victims and perpetrators, and sidelining discussions of beneficiaries, teachers hindered students’ abilities to make connections to the present. In outlining how and why individuals are taught about the irrelevance of the past, this study contributes to literatures on race, education, collective memory, and transition to democracy.