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Educating Citizens
The United States is in the midst of historic experiments with publicly funded choice in K-12 education, experiments that recently received a "green light" from the Supreme Court. Other nations have long experience with the funding and regulation of nonpublic schools, including religious schools. This book asks what U.S. policymakers, public officials, and citizens can learn from these experiences. In particular, how do other countries regulate or structure publicly funded educational choice with an eye toward civic values—looking not only for improvements in test scores, but also in tolerance, civic cohesion, and democratic values such as integration across the lines of class, religion, a...
Explaining Federalism
This book deals with the theoretical and empirical questions of federalism in the context of five case studies: Austria, Belgium, Canada, Germany and Switzerland. The central argument is that in the long run the political institutions of federalism adapt to achieve congruence with the underlying social structure. This change could be in the centralist direction reflecting ethno-linguistic homogeneity, or in decentralist terms corresponding to ethno-linguistic heterogeneity. In this context, the volume: fills a gap in the comparative federalism literature by analyzing the patterns of change and continuity in five federal systems of the industrial west, this is done by an in-depth empirical examination of the case studies through a single framework of analysis illustrates the shortcomings of new-institutionalist approaches in explaining change, highlighting the usefulness of society-based approaches in studying change and continuity in comparative politics. Explaining Federalism will be of interest to students and scholars of federalism, comparative government, comparative institutional analysis and comparative public policy.
Religious Liberty and Education
Over the last few years, Orthodox Jewish private schools, also known as yeshivas, have been under fire by a group of activists known as Young Advocates for Fair Education, run by several yeshiva graduates, who have criticized them for providing an inadequate secular education. At the heart of the yeshiva controversy lies two important interests in education: the right of the parent to choose an appropriate education, which may include values-laden religious education, and the right of each child to receive an appropriate education, as guaranteed by the state. These interests raise further questions. If preference is given to the former, how much freedom should be given to a parent in choosing an appropriate education? If the latter, how does the state define what constitutes an appropriate education or measure the extent to which an appropriate education has been achieved? And when can—or must—the state override the wishes of parents? The purpose of this book is to explore these difficult questions.
Democracy and Governance in Higher Education
Since the early Eighties a number of themes have dominated the landscape of higher education, among them budget cuts, rationalisation in provision, accountability and quality control, closer links between higher education and the region, and a greater alertness to changes in economic and social policy. At the institutional level, the drive towards a greater degree of latitude and autonomy has found a ready echo among universities and other establishments of higher education. And this, in its turn, has posed major questions about the range of responsibilities central government and administration ought to retain or to delegate. Here is an in-depth treatment of the important legal issues emerging from these developments.
State Renaissance for Peace
After 1989, the function of transitional governance changed. It became a process whereby transitional authorities introduce a constitutional transformation on the basis of interim laws. In spite of its domestic nature, it also became an international project and one with formidable ambitions: ending war, conflict or crisis by reconfiguring the state order. This model attracted international attention, from the UN Security Council and several regional organisations, and became a playing field of choice in international politics and diplomacy. Also without recourse to armed force, international actors could impact a state apparatus – through state renaissance. This book zooms in on the non-forcible aspects of conflict-related transitional governance while focusing on the transition itself. This study shows that neither transitional actors nor external actors must respect specific rules when realising or contributing to state renaissance. The legal limits to indirectly provoking regime change are also being unveiled.
Education Law and Policy in an Urban Society
Just how fascinating the discussion between the disciplines of education law and education policy can be was apparent at the Annual Congress of the European Education Law and Policy Association (ELA) in Rotterdam in December 1997. Although, on this occasion, the option was for an education policy subject, a multidisciplinary approach is always to be preferred. Policy-makers interrogate lawyers; lawyers question scientists from other fields of study and lines of practice. It was, at the same time, a further illustration of how inspiring and productive - in the context of the European Union at any rate - comparative analyses can be for national and international education and social policy. The theme of the 1997 Congress and consequently of this Yearbook, was urban education policy and its legal form as the touchstone of the modern interpretation of individual and social rights. This collection of thought-provoking essays and country reports thus centres on the question: what challenges for education do urban associations represent?
The Ambiguous Embrace
This is a time of far-reaching change and debate in American education and social policy, spurred in part by a rediscovery that civil-society institutions are often better than government at meeting human needs. As Charles Glenn shows in this book, faith-based schools and social agencies have been particularly effective, especially in meeting the needs of the most vulnerable. However, many oppose providing public funds for religious institutions, either on the grounds that it would threaten the constitutional separation of church and state or from concern it might dilute or secularize the distinctive character of the institutions themselves. Glenn tackles these arguments head on. He builds a...
