In this timely volume, Rachel A. May and Andrew K. Milton have assembled an array of scholars from different disciplines to examine transitional governments in Eastern Europe and Latin America. Although policy makers and scholars often conflate them, the processes of democratization and the institutionalization of human rights are interactive, and the successful completion of each requires the parallel development of both. Drawing on specific political conditions and organized around topics such as the media, political parties, and political violence, (Un)Civil Societies broadens the discussion about democratization both thematically and geographically. This book is a valuable resource for students of comparative politics and anyone interested in the ongoing dialogue about human rights and democracy.

Much of the current debate about education too often resembles the blind men describing an elephant--apprehending only a particular part of the situation or the process, many analysts tell an evocative but incomplete story. The so-called 'reform' discussion proceeds with a lack of depth about the nuances and realistic limitations in the institutional order of school. This book argues that as regulation of schools moves further up the bureaucratic hierarchy (first to state departments of education then to the national department of education) the legal and institutional requirements get more intensive but less concretely useful in class rooms. This bureaucratization serves to 'tighten' the organizational environment, thereby increasing the risk of normal accidents. The increasing governmental management, in other words, makes it more likely that schools will 'fail' to meet their goals. Analyses of education are too often developed for public consumption in a fast-moving political world. This book examines some of the deeper organizational reasons why things don't work so well in school, as well as a look at some of things that do work. Most importantly, the book will explain how the social and cultural expectations of what schools can do may create unrealistic hopes. We, as a society, and schools, as institutions, embrace these unreasonably high hopes at our collective peril. Check out Andrew's latest interview with Seattle Radio- http://kiroradio.com/listen/9972862/

Much of the current debate about education too often resembles the blind men describing an elephant--apprehending only a particular part of the situation or the process, many analysts tell an evocative but incomplete story. The so-called 'reform' discussion proceeds with a lack of depth about the nuances and realistic limitations in the institutional order of school. This book argues that as regulation of schools moves further up the bureaucratic hierarchy (first to state departments of education then to the national department of education) the legal and institutional requirements get more intensive but less concretely useful in class rooms. This bureaucratization serves to 'tighten' the organizational environment, thereby increasing the risk of normal accidents. The increasing governmental management, in other words, makes it less likely, not more, that schools will 'fail' to meet their goals. Analyses of education are too often developed for public consumption in a fast-moving political world. This book examines some of the deeper organizational reasons why things don't work so well in school, as well as a look some of things that do work.Most importantly, I will explain how the social and cultural expectations of what schools can do may create unrealistic hopes. We, as a society, and schools, as institutions, embrace these unreasonably high hopes at our collective peril.

In this timely volume, Rachel A. May and Andrew K. Milton have assembled an array of scholars from different disciplines to examine transitional governments in Eastern Europe and Latin America. Although policy makers and scholars often conflate them, the processes of democratization and the institutionalization of human rights are interactive, and the successful completion of each requires the parallel development of both. Drawing on specific political conditions and organized around topics such as the media, political parties, and political violence, (Un)Civil Societies broadens the discussion about democratization both thematically and geographically. This book is a valuable resource for students of comparative politics and anyone interested in the ongoing dialogue about human rights and democracy.