In February 2018, 35,000 public school educators and staff walked off the job in West Virginia. More than 100,000 teachers in other states—both right-to-work states, like West Virginia, and those with a unionized workforce—followed them over the next year. From Arizona, Kentucky, and Oklahoma to Colorado and California, teachers announced to state legislators that not only their abysmal wages but the deplorable conditions of their work and the increasingly straitened circumstances of public education were unacceptable. These recent teacher walkouts affirm public education as a crucial public benefit and understand the rampant disinvestment in public education not simply as a local issue affecting teacher paychecks but also as a danger to communities and to democracy. Strike for the Common Good gathers together original essays, written by teachers involved in strikes nationwide, by students and parents who have supported them, by journalists who have covered these strikes in depth, and by outside analysts (academic and otherwise). Together, the essays consider the place of these strikes in the broader landscape of recent labor organizing and battles over public education, and attend to the largely female workforce and, often, largely non-white student population of America’s schools.

In February 2018, 35,000 public school educators and staff walked off the job in West Virginia. More than 100,000 teachers in other states—both right-to-work states, like West Virginia, and those with a unionized workforce—followed them over the next year. From Arizona, Kentucky, and Oklahoma to Colorado and California, teachers announced to state legislators that not only their abysmal wages but the deplorable conditions of their work and the increasingly straitened circumstances of public education were unacceptable. These recent teacher walkouts affirm public education as a crucial public benefit and understand the rampant disinvestment in public education not simply as a local issue affecting teacher paychecks but also as a danger to communities and to democracy. Strike for the Common Good gathers together original essays, written by teachers involved in strikes nationwide, by students and parents who have supported them, by journalists who have covered these strikes in depth, and by outside analysts (academic and otherwise). Together, the essays consider the place of these strikes in the broader landscape of recent labor organizing and battles over public education, and attend to the largely female workforce and, often, largely non-white student population of America’s schools.

In this book, Amitai Etzioni, public intellectual and leading proponent of communitarian values, defends the view that no society can flourish without a shared obligation to “the common good.” Rejecting claims made by some liberal thinkers that it is not possible to balance individual rights with uncoerced civic responsibility, Etzioni explores a number of key issues which pose important questions for those concerned with promoting the common good in contemporary society. Are we morally obliged to do more for our communities beyond treating everyone as endowed with basic rights? Should privacy be regarded not merely as a right but also as an obligation? And should the right to free speech take priority over the need to protect children from harmful material in the media and on the internet? Etzioni asks how we can strike a healthy balance between individual rights and public safety in an age of global terrorism. He evaluates various new government devices, from wiretaps to viruses, which open our lives to public scrutiny. Particular attention is given to the issues surrounding government-issued DNA tests. The book concludes by questioning whether we can still talk of a relationship between the common good and the nation-state, or whether the “online” society in which we live will make it increasingly difficult to maintain those communities which are the very homeland of the common good. This new book, by one of the world’s leading social and political thinkers, will be important reading for students and scholars of political science, social philosophy, sociology, and public policy, as well as for the interested general reader.

Foreword Review's Annual INDIEFAB Book of the Year Finalist Outreach Resource of the Year Christianity Today Award of Merit Leadership Journal Best Books for Church Leaders Book of the Year from Byron Borger, Hearts and Minds Bookstore Is it possible to know the world and still love the world? Of all the questions we ask about our calling, this is the most difficult. From marriages to international relations, the more we know, the harder it is to love. We become cynics or stoics, protecting our hearts from the implications of what we know. But what if the vision of vocation can be recovered—allowing us to step into the wounds of the world and for love's sake take up our responsibility for the way the world turns out? For decades Steve Garber has come alongside a wide range of people as they seek to make sense of the world and their lives. With him we meet leaders from the Tiananmen Square protest who want a good reason to still care about China. We also meet with many ordinary people in ordinary places who long for their lives to matter: Jonathan who learned he would rather build houses than study history Todd and Maria who adopted creative schedules so they could parent better and practice medicine D.J. who helped Congress move into the Internet Age Robin who spends her life on behalf of urban justice Hans who makes hamburgers the way they are meant to be made Susan who built a home business of hand-printing stationary using a letterpress Santiago who works with majority-world nations in need of capital George who has given years to teaching students to learn things that matter most Claudius and Deirdre whose openhearted home has always been a place for people Dan who loves Wyoming, the place, its people and its cows Vocation is when we come to know the world in all its joy and pain and still love it. Vocation is following our calling to seek the welfare of the world we live in. And in helping the world to flourish, strangely, mysteriously, we find that we flourish too. Garber offers a book for everyone everywhere—for students, for parents, for those in the arts, in the academy, in public service, in the trades and in commerce—for all who want to discover the virtue of vocation.

An anthology of more than 60 articles documenting the history and the how-tos of social justice unionism. Together, they describe the growing movement to forge multiracial alliances with communities to defend and transform public education.

American Educational History: School, Society, and the Common Good is an up-to-date, contemporary examination of historical trends that have helped shape schools and education in the United States. Author William H. Jeynes places a strong emphasis on recent history, most notably post-World War II issues such as the role of technology, the standards movement, affirmative action, bilingual education, undocumented immigrants, school choice, and much more!

Alex John London defends a conception of the common good that grounds a moral imperative with two requirements. The first is to promote research that enables key social institutions to effectively, efficiently and equitably safeguard the basic interests of individuals. The second is to ensure that research is organized as a voluntary scheme of social cooperation that respects its various contributors' moral claim to be treated as free and equal. Connecting research to the goals of a just social order grounds a framework for assessing and managing research risk that reconciles these requirements and justifies key oversight practices in non-paternalistic terms. The result is a new understanding of research ethics that resolves coordination problems that threaten these goals and provides credible assurance that the requirements of this imperative are being met.--