Agents Of Reform

A groundbreaking account of how the welfare state began with early nineteenth-century child labor laws, and how middle-class and elite reformers made it happen The beginnings of the modern welfare state are often traced to the late nineteenth-century labor movement and to policymakers’ efforts to appeal to working-class voters. But in Agents of Reform, Elisabeth Anderson shows that the regulatory welfare state began a half century earlier, in the 1830s, with the passage of the first child labor laws. Agents of Reform tells the story of how middle-class and elite reformers in Europe and the United States defined child labor as a threat to social order, and took the lead in bringing regulatory welfare into being. They built alliances to maneuver around powerful political blocks and instituted pathbreaking new employment protections. Later in the century, now with the help of organized labor, they created factory inspectorates to strengthen and routinize the state’s capacity to intervene in industrial working conditions. Agents of Reform compares seven in-depth case studies of key policy episodes in Germany, France, Belgium, Massachusetts, and Illinois. Foregrounding the agency of individual reformers, it challenges existing explanations of welfare state development and advances a new pragmatist field theory of institutional change. In doing so, it moves beyond standard narratives of interests and institutions toward an integrated understanding of how these interact with political actors’ ideas and coalition-building strategies.

Developing countries commonly adopt reforms to improve their governments yet they usually fail to produce more functional and effective governments. Andrews argues that reforms often fail to make governments better because they are introduced as signals to gain short-term support. These signals introduce unrealistic best practices that do not fit developing country contexts and are not considered relevant by implementing agents. The result is a set of new forms that do not function. However, there are realistic solutions emerging from institutional reforms in some developing countries. Lessons from these experiences suggest that reform limits, although challenging to adopt, can be overcome by focusing change on problem solving through an incremental process that involves multiple agents.

What role can and should police unions and rank-and-file officers play in driving and shaping police reform? Police unions and their members are often viewed as obstructionist and conservative, not as change agents. But reform efforts are much more likely to succeed when they are supported by the rank-and-file, and line officers have knowledge, skills and insights that can be invaluable in promoting reform. Efforts to involve police unions and rank-and-file officers in police reform are less common than they should be, but they are increasing, and there is a good deal to learn about policing, police reform and participatory management from the efforts made to date. In this pioneering volume, an international, cross-disciplinary collection of scholars and police unionists address a range of neglected questions, both empirical and theoretical, about the place of police officers themselves in the process of reform – what it has been, and what it could be. They provide a fresh view of police reform as occurring from the bottom up rather than the top down. This book will be highly useful for practitioners and scholars who have a serious interest in the possibilities and limits of police organizational change. This book is based on special issues of Police Practice and Research and Policing and Society.

An incisive argument for the relevance of political philosophy and its possibility of effecting change. The appeal of political philosophy is that it will answer questions about justice for the sake of political action. But contemporary political philosophy struggles to live up to this promise. Since the death of John Rawls, political philosophers have become absorbed in methodological debates, leading to an impasse between two unattractive tendencies: utopians argue that philosophy should focus uncompromisingly on abstract questions of justice, while pragmatists argue that we should concern ourselves only with local efforts to ameliorate injustice. Agents of Change shows a way forward. Ben Laurence argues that we can combine utopian justice and the pragmatic response to injustice in a political philosophy that unifies theory and practice in pursuit of change. Political philosophy, on this view, is not a purely normative theory disconnected from practice. Rather, political philosophy is itself a practice—an exercise of practical reason issuing in action. Laurence contends that this exercise begins in ordinary life with the confrontation with injustice. Philosophy draws ideas about justice from this encounter to be pursued through political action. Laurence shows that the task of political philosophy is not complete until it asks the question “What is to be done?” and deliberates actionable answers.

This book takes a look at the 'age of reform', from 1780 when reform became a common object of aspiration, to the 1830s - the era of the 'Reform Ministry' and of the Great Reform Act of 1832 - and beyond, when such aspirations were realized more frequently. It pays close attention to what contemporaries termed 'reform', identifying two strands, institutional and moral, which interacted in complex ways. Particular reforming initiatives singled out for attention include those targeting parliament, government, the law, the Church, medicine, slavery, regimens of self-care, opera, theatre, and art institutions, while later chapters situate British reform in its imperial and European contexts. An extended introduction provides a point of entry to the history and historiography of the period. The book will therefore stimulate fresh thinking about this formative period of British history.

In an effort to improve student achievement, thousands of US schools have adopted school reform models devised externally by universities and other organizations. Such models have been successful in improving individual schools or groups of schools, but what happens when educational reform attempts to extend from one school to many? Through qualitative data from several studies, this book explores what happens when school reform 'goes to scale'. Topics covered include: *why and how schools are adopting reforms *the influence of the local context and wider constraints on the implementation of reform *teachers and principals as change agents in schools *the evolution of reform design teams *the implementation, sustainability and expiration of reform, and its impact on educational change Each chapter concludes with guidelines for policy and practice. This book will be of interest to educational leaders and staff developers, educational researchers and policy makers, in the US and internationally.

In this book, Federico Sturzenegger and Mariano Tommasi propose formal models to answer some of the questions raised by the recent reform experience of many Latin American and eastern European countries.

This book, the first in a series entitled Historical and Pedagogical Issues: Insights from the Great Lakes History Conference, addresses historical and pedagogical issues. It explores the agency of historical actors tied to larger movements, demonstrating the efficacy and power of individuals to act with historical impact. It also describes the nuanced role of memory, often neglected in larger national or global social movements. This volume explores these powerful themes through a broad range of topics, including the research and pedagogy of revolution, reform, and rebellion as they are applied to race, ethnicity, political movements, labour, reconciliation, memory, and moral responsibility. The book will interest researchers that have an interest in both, or either, history and pedagogy.

In Cosmopolitanism and the Age of School Reform, noted educationalist Thomas Popkewitz explores turn-of-the-century and contemporary pedagogical reforms while illuminating their complex relation to cosmopolitanism. Popkewitz highlights how policies that include "all children" and leave "no child behind" are rooted in a philosophy of cosmopolitanism—not just in salvation themes of human agency, freedom, and empowerment, but also in the processes of abjection and the differentiation of the disadvantaged, urban, and child left behind as "Other."