SUNY series in Public Policy – serie

Examines how a more democratic, participatory policy analysis could be conceptualized in theory and administered in practice.As originally proposed by Harold Lasswell, the policy sciences were dedicated to democratic governance. But today they are far removed from the democratic process and do little to promote the American democratic system. This book examines how in the context of American history and the development of the policy sciences, a more democratic, participatory policy analysis could be conceptualized in theory and administered in practice.Peter deLeon argues that for the policy sciences to move toward democracy, they must accept a new analytic paradigm that draws heavily on critical thinking and the writing of post-positivism. To further that end, he presents a "minipopulist" procedure that will allow more citizen participation without hamstringing the processes of government.

Places contemporary minimum wage debates in historical context, stressing the importance of political as opposed to economic variables.This book traces the historical evolution of minimum-wage policy and explains how models are used (and misused) by different interests to achieve their particular aims. Minimum-wage policy was initially legitimated as a broader labor-market policy aimed at achieving greater productivity and labor-market stability. As organized labor has declined as a political force in the last twenty years, the nature of the debate has metamorphized into a narrowly focused and often highly technical discussion concerned with specific effects of given specific increases in the minimum wage, such as either relieving poverty or the so-called adverse effects on youth unemployment. This change has coincided with the greatest stagnation of the minimum wage.

Places contemporary minimum wage debates in historical context, stressing the importance of political as opposed to economic variables.This book traces the historical evolution of minimum-wage policy and explains how models are used (and misused) by different interests to achieve their particular aims. Minimum-wage policy was initially legitimated as a broader labor-market policy aimed at achieving greater productivity and labor-market stability. As organized labor has declined as a political force in the last twenty years, the nature of the debate has metamorphized into a narrowly focused and often highly technical discussion concerned with specific effects of given specific increases in the minimum wage, such as either relieving poverty or the so-called adverse effects on youth unemployment. This change has coincided with the greatest stagnation of the minimum wage.

Confronts the challenge presented to traditional public policy by postmodern thought.Postmodern Public Policy introduces new ways of investigating the urgent difficulties confronting the public sector. The second half of the twentieth century saw approaches to public administration, public policy, and public management dominated by technical-instrumental thought that aspired to neutrality, objectivity, and managerialism. This form of social science has contributed to a public sector where policy debates have been reduced to "bumper-sticker" slogans, a citizenry largely alienated and distant from government, and analysis that ignores history and context and eschews the lived experiences of actual people. Hugh T. Miller brings together the latest thinking from epistemology, evolutionary theory, and discourse theory in an accessible and useful manner to emphasize how a postmodern approach offers the possibility of well-considered, pragmatic solutions grounded in political pluralism and social interaction between public service professionals and community members.

Confronts the challenge presented to traditional public policy by postmodern thought.Postmodern Public Policy introduces new ways of investigating the urgent difficulties confronting the public sector. The second half of the twentieth century saw approaches to public administration, public policy, and public management dominated by technical-instrumental thought that aspired to neutrality, objectivity, and managerialism. This form of social science has contributed to a public sector where policy debates have been reduced to "bumper-sticker" slogans, a citizenry largely alienated and distant from government, and analysis that ignores history and context and eschews the lived experiences of actual people. Hugh T. Miller brings together the latest thinking from epistemology, evolutionary theory, and discourse theory in an accessible and useful manner to emphasize how a postmodern approach offers the possibility of well-considered, pragmatic solutions grounded in political pluralism and social interaction between public service professionals and community members.

A fresh and easy-to-understand examination of some of America's most challenging social issues.Winner of the 2004 Critics' Choice Award presented by the American Educational Studies Association This useful classroom resource for professors wishing to incorporate notions of justice into their courses examines a variety of America's most challenging social issues (education, poverty, homelessness, crime, and health care), interwoven with racial and ethnic themes. Anthony J. Cortese illustrates how the tension between moral relativism on the one hand, and universal ethics on the other, makes concrete policy discussion difficult. He illustrates how, through a synthesis of justice, law, and power, a social ethics approach to public policy could resolve various intergroup conflicts and social problems. Included at the end of each chapter are "What You Can Do" exercises and activities that encourage students to apply what they have learned to their own lives.

A fresh and easy-to-understand examination of some of America's most challenging social issues.Winner of the 2004 Critics' Choice Award presented by the American Educational Studies Association This useful classroom resource for professors wishing to incorporate notions of justice into their courses examines a variety of America's most challenging social issues (education, poverty, homelessness, crime, and health care), interwoven with racial and ethnic themes. Anthony J. Cortese illustrates how the tension between moral relativism on the one hand, and universal ethics on the other, makes concrete policy discussion difficult. He illustrates how, through a synthesis of justice, law, and power, a social ethics approach to public policy could resolve various intergroup conflicts and social problems. Included at the end of each chapter are "What You Can Do" exercises and activities that encourage students to apply what they have learned to their own lives.

Examines how public opinion has influenced health care policy.Using health care policy to develop a theory of how public opinion influences public policy outcomes, Richard E. Chard draws on data ranging from presidential approval ratings to polls conducted during the debate over the Health Security Act. Over the last five decades the relationship has been a complex one, yet there are clear indications that health care policy development has been controlled to a great extent by public opinion. Chard argues that policy change is either static or dynamic because public opinion, the underlying force, is itself dynamic at times and static at others, and concludes that this model of change is applicable to all policy areas, not just health care.

Examines how public opinion has influenced health care policy.Using health care policy to develop a theory of how public opinion influences public policy outcomes, Richard E. Chard draws on data ranging from presidential approval ratings to polls conducted during the debate over the Health Security Act. Over the last five decades the relationship has been a complex one, yet there are clear indications that health care policy development has been controlled to a great extent by public opinion. Chard argues that policy change is either static or dynamic because public opinion, the underlying force, is itself dynamic at times and static at others, and concludes that this model of change is applicable to all policy areas, not just health care.

Blends memoir and scholarship to provide a moving and sometimes unsettling look at how academic discourse affects the cultural values and identities that students bring into the writing classroom.Identity Matters explores the question that consistently plagues composition teachers: why do their pedagogies so often fail? Donna LeCourt suggests that the answer may lie with the very identities, values, and modes of expression higher education cultivates. In a book that does precisely what it theorizes, LeCourt analyzes student-written literacy autobiographies to examine how students interact with and challenge cultural theories of identity. This analysis demonstrates that writing instruction does, indeed, matter and has a significant influence on how students imagine their potential in both academic and cultural realms. LeCourt paints not only a compelling and vexing picture of how students interact with academic discourse as both mind and body, but also offers hope for a reconceived pedagogy of social-material writing practice.

Blends memoir and scholarship to provide a moving and sometimes unsettling look at how academic discourse affects the cultural values and identities that students bring into the writing classroom.Identity Matters explores the question that consistently plagues composition teachers: why do their pedagogies so often fail? Donna LeCourt suggests that the answer may lie with the very identities, values, and modes of expression higher education cultivates. In a book that does precisely what it theorizes, LeCourt analyzes student-written literacy autobiographies to examine how students interact with and challenge cultural theories of identity. This analysis demonstrates that writing instruction does, indeed, matter and has a significant influence on how students imagine their potential in both academic and cultural realms. LeCourt paints not only a compelling and vexing picture of how students interact with academic discourse as both mind and body, but also offers hope for a reconceived pedagogy of social-material writing practice.

Explores the contradictions between the American ideal of equality and the realities of public policy.Public policy in the United States is marked by a contradiction between the American ideal of equality and the reality of an underclass of marginalized and disadvantaged people who are widely viewed as undeserving and incapable. Deserving and Entitled provides a close inspection of many different policy arenas, showing how the use of power and the manipulation of images have made it appear both natural and appropriate that some target populations benefit from policy, while others do not. These social constructions of deservedness and entitlement, unless challenged, become amplified over time and institutionalized into permanent lines of social, economic, and political cleavage. The contributors here express concern that too often public policy sends messages harmful to democracy and contributes significantly to the pattern of uneven political participation in the United States.

Explores the contradictions between the American ideal of equality and the realities of public policy.Public policy in the United States is marked by a contradiction between the American ideal of equality and the reality of an underclass of marginalized and disadvantaged people who are widely viewed as undeserving and incapable. Deserving and Entitled provides a close inspection of many different policy arenas, showing how the use of power and the manipulation of images have made it appear both natural and appropriate that some target populations benefit from policy, while others do not. These social constructions of deservedness and entitlement, unless challenged, become amplified over time and institutionalized into permanent lines of social, economic, and political cleavage. The contributors here express concern that too often public policy sends messages harmful to democracy and contributes significantly to the pattern of uneven political participation in the United States.

Makes the surprising claim that identity politics can facilitate rather than undermine worker solidarity.Conventional wisdom believes that solidarity among the working poor is rare in the United States and identity politics shoulders a large portion of the blame. The Politics of Identity offers a fresh take on solidarity building and identity among America's working poor by placing workers' voices center stage through the use of fieldwork and in-depth interviews. The book provides the first empirical assessment of long-standing theoretical debates over the effect of identity politics for developing additional solidarities that is politically relevant, theoretically rich, and highly readable.

Makes the surprising claim that identity politics can facilitate rather than undermine worker solidarity.Conventional wisdom believes that solidarity among the working poor is rare in the United States and identity politics shoulders a large portion of the blame. The Politics of Identity offers a fresh take on solidarity building and identity among America's working poor by placing workers' voices center stage through the use of fieldwork and in-depth interviews. The book provides the first empirical assessment of long-standing theoretical debates over the effect of identity politics for developing additional solidarities that is politically relevant, theoretically rich, and highly readable.

Examines recent trends in state-funded preschool education.Winner of the 2011 Virginia A. Hodgkinson Book Prize presented by the Association for Research on Nonprofit Organizations and Voluntary Action (ARNOVA) The spectacular recent success of state-funded preschool education is revealed and explained in this absorbing study. A quiet revolution has been underway in American education policy since 1995, with forty-one states and the District of Columbia creating some form of state-funded preschool learning. Brenda K. Bushouse tells why it became politically advantageous for state legislators to support universal access to preschool programs and how political and budgetary stability was achieved to spur this initiative. In 2001, the Pew Charitable Trusts announced an ambitious new giving program aimed at creating universal preschool for all three- and four-year-olds. Bushouse reveals Pew's unorthodox giving program and complex strategy for advancing universal preschool policy change.

Examines recent trends in state-funded preschool education.Winner of the 2011 Virginia A. Hodgkinson Book Prize presented by the Association for Research on Nonprofit Organizations and Voluntary Action (ARNOVA) The spectacular recent success of state-funded preschool education is revealed and explained in this absorbing study. A quiet revolution has been underway in American education policy since 1995, with forty-one states and the District of Columbia creating some form of state-funded preschool learning. Brenda K. Bushouse tells why it became politically advantageous for state legislators to support universal access to preschool programs and how political and budgetary stability was achieved to spur this initiative. In 2001, the Pew Charitable Trusts announced an ambitious new giving program aimed at creating universal preschool for all three- and four-year-olds. Bushouse reveals Pew's unorthodox giving program and complex strategy for advancing universal preschool policy change.

Detailed study of how real education reform works.The No Child Left Behind Act declared that improving education in every school in the United States was a top national priority. However, this act did not acknowledge how state departments of education have successfully constructed reforms for the past few decades, despite the power struggle between governors, legislators, school districts, and state boards of education. Drawing upon archival sources, state budget documents, interviews, and statistical analysis, Splintered Accountability amply demonstrates that sustained education reform is best left in the hands of the relatively autonomous state departments of education in order to maintain curriculum standards, school finance, and teacher licensure systems. Comprehensive and successful education reform originates from within state education agencies, propelled by savvy state superintendents.Arnold F. Shober is Assistant Professor of Government at Lawrence University.