In Australia, as in many comparable democracies, the role of the media in the political process is high on the public agenda. There is a perception of widespread disillusionment with and disengagement from politics amongst voters, and criticism of the media for failing to fulfil their democratic responsibilities adequately. This book evaluates public perceptions of the performance of the political media in the context of the declared aims and objectives of media producers. From there the authors present findings for improving the capacity of political media to engage and inform their audiences in ways which enhance the quality and popular legitimacy of the democratic process. These conclusions are of import not only to Australians, but to observers of mediated politics in the UK, the US and other countries where similar debates around the 'crisis of public communication' are on-going.

In Australia, as in many comparable democracies, the role of the media in the political process is high on the public agenda. There is a perception of widespread disillusionment with and disengagement from politics amongst voters, and criticism of the media for failing to fulfil their democratic responsibilities adequately. This book evaluates public perceptions of the performance of the political media in the context of the declared aims and objectives of media producers. From there the authors present findings for improving the capacity of political media to engage and inform their audiences in ways which enhance the quality and popular legitimacy of the democratic process. These conclusions are of import not only to Australians, but to observers of mediated politics in the UK, the US and other countries where similar debates around the 'crisis of public communication' are on-going.

How not to be a hypocrite: the indispensable guide to school choice that morally perplexed parents have been waiting for.
Many of us believe in social justice and equality of opportunity - but we also want the best for our kids. How can we square our political principles with our special concern for our own children? This marvellous book takes us through the moral minefield that is school choice today.
Does a commitment to social justice mean you have to send your children to the local comprehensive - regardless of its academic results? Is it hypocritical to disapprove of private schools and yet send your child to one? Some parents feel guilty but shouldn't. Others should feel guilty but don't. Read How not to be a hypocrite, then answer the questionnaire, and work out where you stand on this crucial issue.

The family is hotly contested ideological terrain. Some defend the traditional two-parent heterosexual family while others welcome its demise. Opinions vary about how much control parents should have over their children's upbringing. Family Values provides a major new theoretical account of the morality and politics of the family, telling us why the family is valuable, who has the right to parent, and what rights parents should--and should not--have over their children. Harry Brighouse and Adam Swift argue that parent-child relationships produce the "familial relationship goods" that people need to flourish. Children's healthy development depends on intimate relationships with authoritative adults, while the distinctive joys and challenges of parenting are part of a fulfilling life for adults. Yet the relationships that make these goods possible have little to do with biology, and do not require the extensive rights that parents currently enjoy. Challenging some of our most commonly held beliefs about the family, Brighouse and Swift explain why a child's interest in autonomy severely limits parents' right to shape their children's values, and why parents have no fundamental right to confer wealth or advantage on their children. Family Values reaffirms the vital importance of the family as a social institution while challenging its role in the reproduction of social inequality and carefully balancing the interests of parents and children.

We spend a lot of time arguing about how schools might be improved. But we rarely take a step back to ask what we as a society should be looking for from education what exactly should those who make decisions be trying to achieve? In Educational Goods, two philosophers and two social scientists address this very question. They begin by broadening the language for talking about educational policy: "educational goods" are the knowledge, skills, and attitudes that children develop for their own benefit and that of others; "childhood goods" are the valuable experiences and freedoms that make childhood a distinct phase of life. Balancing those, and understanding that not all of them can be measured through traditional methods, is a key first step. From there, they show how to think clearly about how those goods are distributed and propose a method for combining values and evidence to reach decisions. They conclude by showing the method in action, offering detailed accounts of how it might be applied in school finance, accountability, and choice. The result is a reimagining of our decision making about schools, one that will sharpen our thinking on familiar debates and push us toward better outcomes.

This core textbook examines the economic paradigms at work in media industries and markets, enabling analysis of the media system as a whole. In addition to succinct accounts of neo-classical and critical political economics, this insightful text offers fresh perspectives for understanding media drawn from two 'heterodox' approaches: institutional economics and evolutionary economics. Applying these paradigms to vital topics and case studies, Stuart Cunningham, Terry Flew and Adam Swift stress the value - and limits - of contending economic approaches in understanding how the media operates today. Succinct and accessible, this text is essential reading for all students of media and communication studies, as well as those from economics, policy studies, business studies and marketing backgrounds with an interest in the media.

What is the relation between social class and social justice? This is currently a matter of public as well as academic interest. In this compelling new study the authors bring together recent developments in normative thinking about social justice with new empirical findings about educational attainment and social mobility. The result is a path-breaking contribution to the study of class and justice, one which will be of interest to sociologists and political theorists for years to come.

What is the relation between social class and social justice? This is currently a matter of public as well as academic controversy. While nobody would deny that the distribution of rewards in industrial societies is unequal, there is sharp disagreement about whether this inequality can be justified. Some see existing patterns of social mobility as evidence of inequality of opportunity. Others regard them as meritocratic, simply reflecting the distribution of abilities among the population. This fascinating, interdisciplinary study brings together recent developments in normative thinking about social justice with new empirical findings about educational attainment and social mobility. The result is a path-breaking contribution to our thinking about issues of class and justice, one that will be of interest to both sociologists and political theorists for many years to come.

We spend a lot of time arguing about how schools might be improved. But we rarely take a step back to ask what we as a society should be looking for from education what exactly should those who make decisions be trying to achieve? In Educational Goods, two philosophers and two social scientists address this very question. They begin by broadening the language for talking about educational policy: "educational goods" are the knowledge, skills, and attitudes that children develop for their own benefit and that of others; "childhood goods" are the valuable experiences and freedoms that make childhood a distinct phase of life. Balancing those, and understanding that not all of them can be measured through traditional methods, is a key first step. From there, they show how to think clearly about how those goods are distributed and propose a method for combining values and evidence to reach decisions. They conclude by showing the method in action, offering detailed accounts of how it might be applied in school finance, accountability, and choice. The result is a reimagining of our decision making about schools, one that will sharpen our thinking on familiar debates and push us toward better outcomes.