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Two obstacles blocked the incorporation of the rescue of Jews in France into the Resistance movement. The first, which can be traced back to the sources of the social imaginary, had to do with the fear of stirring the old demon of the Jewish problem by referring specifically to the fate awaiting the Jews. The second was inseparable from the meaning attached to the Resistance ever since its inception, which focused on political opposition to Vichy and on the liberation of France and never included rescuing those whose lives were in danger. This double marginalization (from the History of the French people as a whole and from that of the Resistance) survived liberation and gave way to three different historiographies: that of the French Resistance, that of the rescue of the Jews, and that of Jewish resistance. The history of the rescue of the Jews in France should be studied through an integrated perspective that leads to thinking about the Resistance as a whole, organized and unorganized, Jewish and non-Jewish.

This paper aims to explore and develop a theoretical approach for children’s rights research in education formed through an encounter between the sociology of childhood and John Dewey’s educational theory. The interest is mainly methodological, in the sense that the primary ambition of the investigation is to suggest a fruitful and useful theoretical base for formulating research problems and undertaking research in children’s rights in education. The paper argues that, particularly in educational settings, research into children’s rights can and must be attributed to children both as full-status humans in a socio-politically contextual present, and as continually growing and changing, immature and dependent humans. From the theoretical encounter suggested in the paper, the much-used distinction of the child as either ‘being’ or ‘becoming’ can be reconsidered, and another point of departure for the study of children’s rights issues in education can be discerned.

Sociologists have long studied the ways people resist oppression but have devoted far less empirical attention to the ways people resign to it. As a result, researchers have neglected the mechanisms of resignation and how people narrate their lived experiences. Drawing on 81 interviews with parents with past child protective services cases, this article provides an empirical account of resignation in an institutional setting, documenting how parents understand relinquishing their rights as a process of personalization, calculation, or socialization. Phenomenologically, parents typically confronted multiple barriers and setbacks simultaneously, the combined weight of which pressured them to “give up,” interpreting structural and institutional pressures as individual choice. This article accordingly identifies resignation as a crucial feature of democratic governance.

Turkey's relationship with the European Union (EU) is dominated by issues of democratization and human rights and is best approached from a perspective which understands the nature of the cosmopolitan regimes which work to regulate the democratic practices of nation-states and animate citizens and minority groups striving to assert their rights. Cosmopolitan or transnational processes of democratization are frequently perceived by Turkey's Kemalist political elites as being contrary to the interests of domestic harmony and a threat to national integrity. It is argued that the apparent reluctance of the Kemalist elites to embrace greater pluralism and align with the EU's Copenhagen criteria is in fact an attempt to `remake' themselves through political choices framed by global opportunities. In this sense, the mobilization of nationalist resistance to outside `interference' is calculated to secure legitimacy in an increasingly uncertain political environment. In addition, Turkey is increasingly dependent upon the very global processes that are perceived as a threat to national sovereignty, and EU standards and norms offer the means by which Turkey can safeguard national integrity.

There is a wealth of evidence that disabled people experience far higher levels of unemployment and underemployment than non-disabled peers. Yet hitherto sociologists have paid scant attention to the structural causes of this issue. Drawing on a socio/political or social model of disability perspective this paper argues for a reconfiguration of the meaning of disability and work in order to address this problem. It is also suggested that such a strategy will make a significant contribution to the struggle for a fairer and equitable global society.

Over the five decades since the establishment of the United Nations Charter and Universal Declaration of Human Rights, issues of human rights have become a dominant feature of our global community. An acceptance has grown of the treatment of individuals and groups within domestic societies as a legitimate focus of global attention. Played out dramatically in the US media, China has received a huge amount of this global attention, with many democracies sustaining a human rights element in their policies towards China. 

This book examines the affect that this normative evolution has had on the behavior of individuals, states, institutions, and advocacy networks, and assesses its impact on the relations between key international players and China. Focusing on the period since the Tiananmen bloodshed in June 1989, Rosemary Foot examines China's international and internal responses to the global attention paid to their human rights record. Foot expertly uncovers the conditions under which international human rights norms influence behavior, and determines how norms operate in the global system.

Edgar Allan Poe's strength as a writer lay in fabricating fantisies in settings far removed from his own place and time. This dislocation renders the attitudes embedded in his fiction open to interpretation, and over the years some readers have found Poe to be virulently racist, while others found him morally conflicted, and still others detected a subversion of racism in his works' subtle sympathies for non-white characters. As a nineteenth-century Southerner, Poe was a deeply ambiguous figure, evading race issues while living among them, and traversing the North-South border with little sensitivity to its political implications. In this tightly organized volume, a handful of leading Americanists revisit the Poe issue, re-examining what it means to speak of an author and his work as racist, and where the critic's responsibility lies.

“Terror is the given of the place.” The place is El Salvador in 1982, at the ghastly height of its civil war. Didion “brings the country to life” (The New York Times), delivering an anatomy of a particular brand of political terror—its mechanisms, rationales, and intimate relation to United States foreign policy.

As ash travels from battlefields to body dumps, Didion interviews a puppet president, and considers the distinctly Salvadoran grammar of the verb “to disappear.” Here, the bestselling, award-winning author of The Year of Magical Thinking and Let Me Tell You What I Mean gives us a book that is germane to any country in which bloodshed has become a standard tool of politics.

I examine the current movement for children's rights in the United States in terms of the history of child saving, and of the recent events concerning human rights. I stress the conflicts between the salvation and liberation of children, especially in the areas of education and justice. I also consider various approaches to children's rights to define the current movement, and review recent concerns so that I may clarify future needs and strategies.

This book examines what is happening, in the context of segregated and unequal public education, to children from poor families in the inner cities and less affluent suburbs, and describes how children of poor families get less real education, less hope, and less concern than children from rich families. Chapter 1 of the book examines the causes and impact of the spiritual, racial, and economic isolation confronting the residents and public school students of East St. Louis, Illinois. In chapter 2, the loss of factories and increase in gangs, reliance on low-paid teacher substitutes, disparity in funding between schools, and other negative factors impacting the lives of school-aged children on the south side of Chicago are discussed. Chapter 3 explores expenditures per pupil and inequities in staffing and supplies, and identifies the denial of the means of competition as the most consistent outcome of the public education offered to poor children in New York and other large cities. In chapter 4, the plight of children's education in Camden, New Jersey, the nation's fourth-poorest city, is described. Chapter 5 notes the District of Columbia's dual system of education, in which magnet schools attract the wealthiest children and poor schools attract the poorest children. Finally, in chapter 6, incidents of inequalities in the public school system in San Antonio, Texas, are discussed.