In his 2000 best seller Bowling Alone: The Collapse and Revival of American Civic Community, Robert Putnam analyzed the links between social capital and civic engagement. Lamenting the decline of “civic America,” he called for a Tocquevillean renewal of voluntary association in the United States. In American Grace, Putnam and coauthor David Campbell—who also helped with the preparation of Bowling Alone—return to the analysis of American civil society, focusing their attention on America's changing religious landscape and its implications for democracy. Their basic argument is that while the United States is religiously diverse and pluralistic to a profound degree, and while in recent years it has witnessed growing religious polarization, it has also succeeded in muting religious tensions and hostilities. As they conclude: “How has America solved the puzzle of religious pluralism—the coexistence of religious diversity and devotion? And how has it done so in the wake of growing religious polarization? By creating a web of interlocking personal relationships among people of many different faiths. This is America's grace” (p. 550).

Given the importance of religion in American life and the influence of Putnam's broad agenda on much current social science research on social capital and civic engagement, we have decided to organize a symposium around the book, centered on three questions: 1) How is American Grace related to Putnam's earlier work, particularly Bowling Alone, and what are the implications of the continuities and/or discontinuities between these works? 2) What kind of a work of political science is American Grace, and how does it compare to other important recent work dealing with religion and politics in the United States? 3) What are the strengths and weaknesses of Putnam and Campbell's account of “how religion divides and unites us,” and what is the best way of thinking about the contemporary significance of religion and politics in the United States and about the ways that the religious landscape challenges U.S. politics and U.S. political science?

Disciplining the Poor: Neoliberal Paternalism and the Persistent Power of Race. By Joe Soss, Richard C. Fording, and Sanford F. Schram. Chicago: University of Chicago Press, 2011. 368p. $75.00 cloth, $25.00 paper.

It is more than 15 years since the Personal Responsibility and Work Opportunity Act was passed in 1996, famously described by then-President Bill Clinton as “the end of welfare as we know it.” In Disciplining the Poor, Joe Soss, Richard Fording, and Sanford Schram analyze recent changes in US welfare policy as reflections of broader transformations of the “governance” of poverty, arguing that these transformations represent a new form of “neoliberal paternalism” in which race continues to be an important element. In this symposium, a diverse group of political scientists working on welfare issues have been asked to critically assess the book's account and to comment more broadly on the importance of the “governance of poverty” to the future of American politics.—Jeffrey C. Isaac, Editor

What does racial identity mean in twenty-first-century America? Some say we live in a “postracial” world, and increasing numbers of Americans have multiethnic backgrounds. We academics recognize that race is a social construction, yet Americans remain attached to traditional racial categories. In 2008, approximately 15% of all marriages in the United States were interracial, and beginning with the 2000 census, Americans have been allowed to check more than one racial category. Yet 97% of Americans in 2010 reported only one race. We are proud of electing our first “black president” even though his mother was white and he grew up barely knowing his African father.

Public education is one of the most important “public goods” of a democratic society. In recent decades, public policy analysts, public intellectuals, and politicians have debated the state of public education in the United States and have argued about the sorts of public policies that might best promote the academic achievement, educational success, and political socialization of youth. Terry Moe and John Chubb have been important contributors to these debates. Their 1990 book, Politics, Markets, and America's Schools, set the terms of much subsequent discussion about the importance of school autonomy and “educational choice.” Moe's Special Interest extends these arguments through a more frontal critique of the role of teachers unions. This book represents an important contribution to public discussion of school reform. It also incorporates a distinctive perspective on the relationship between power and public policy, and between the role of states and that of markets in the provision of public goods and services. In this symposium, we feature a range of serious commentaries on the book's central arguments about educational policy and politics and on its approach to “engaged” or “applied” political science.

Disciplining the Poor: Neoliberal Paternalism and the Persistent Power of Race. By Joe Soss, Richard C. Fording, and Sanford F. Schram. Chicago: University of Chicago Press, 2011. 368p. $75.00 cloth, $25.00 paper.

It is more than 15 years since the Personal Responsibility and Work Opportunity Act was passed in 1996, famously described by then-President Bill Clinton as “the end of welfare as we know it.” In Disciplining the Poor, Joe Soss, Richard Fording, and Sanford Schram analyze recent changes in US welfare policy as reflections of broader transformations of the “governance” of poverty, arguing that these transformations represent a new form of “neoliberal paternalism” in which race continues to be an important element. In this symposium, a diverse group of political scientists working on welfare issues have been asked to critically assess the book's account and to comment more broadly on the importance of the “governance of poverty” to the future of American politics.—Jeffrey C. Isaac, Editor

We live in a world laced with forms of political violence. Kristen Renwick Monroe's latest work develops an interesting social psychological account of the conduct of victims, perpetrators, and bystanders of the most extreme form of violence—genocide. It also employs an interesting narrative approach that contributes to broad methodological discussions in political science about the ways in which subjective experience can best be understood. We have thus invited a diverse group of political scientists and historians to comment on the book's analysis of political violence and on its broader approach to the study of politics.—Jeffrey C. Isaac, Editor

Hurricane Katrina was a “disaster” both “natural” and “social.” The storm destroyed a major American city that, like most American cities, was already the site of great inequality and vulnerability. It also dramatically put to the test both the logistical capabilities and the political responsibilities of national, state, and local governmental institutions. The Neoliberal Deluge: Hurricane Katrina, Late Capitalism, and the Remaking of New Orleans is an important collection of essays on the dynamics of “remaking New Orleans” and the limits of that effort. We have thus asked a diverse group of political scientists to review the book, and at the same time to treat it as an opportunity to reflect on two related questions: 1) What are the most important economic, cultural, and political dimensions of the crisis precipitated by Katrina, both for New Orleans and for US cities more generally? 2) What resources does political science as a discipline possess to help us understand these issues, and can political science as a discipline do a better job on this score?—Jeffrey C. Issac, Editor

We live in a world laced with forms of political violence. Kristen Renwick Monroe's latest work develops an interesting social psychological account of the conduct of victims, perpetrators, and bystanders of the most extreme form of violence—genocide. It also employs an interesting narrative approach that contributes to broad methodological discussions in political science about the ways in which subjective experience can best be understood. We have thus invited a diverse group of political scientists and historians to comment on the book's analysis of political violence and on its broader approach to the study of politics.—Jeffrey C. Isaac, Editor

Violence, Nonviolence, and the Palestinian National Movement. By Wendy Pearlman. New York: Cambridge University Press, 2011. 304p. $99.00.

In recent years, social scientific research on nonviolent resistance has burgeoned. Yet many studies focus on the factors associated with nonviolent movements' success or failure. In her book, Wendy Pearlman poses different questions. Instead of asking when and how nonviolence works, she asks why some activists choose nonviolent tactics while others choose violent ones. Additionally, she asks why movements may, over time, shift between armed and unarmed strategies.

Hurricane Katrina was a “disaster” both “natural” and “social.” The storm destroyed a major American city that, like most American cities, was already the site of great inequality and vulnerability. It also dramatically put to the test both the logistical capabilities and the political responsibilities of national, state, and local governmental institutions. The Neoliberal Deluge: Hurricane Katrina, Late Capitalism, and the Remaking of New Orleans is an important collection of essays on the dynamics of “remaking New Orleans” and the limits of that effort. We have thus asked a diverse group of political scientists to review the book, and at the same time to treat it as an opportunity to reflect on two related questions: 1) What are the most important economic, cultural, and political dimensions of the crisis precipitated by Katrina, both for New Orleans and for US cities more generally? 2) What resources does political science as a discipline possess to help us understand these issues, and can political science as a discipline do a better job on this score?—Jeffrey C. Issac, Editor

Public education is one of the most important “public goods” of a democratic society. In recent decades, public policy analysts, public intellectuals, and politicians have debated the state of public education in the United States and have argued about the sorts of public policies that might best promote the academic achievement, educational success, and political socialization of youth. Terry Moe and John Chubb have been important contributors to these debates. Their 1990 book, Politics, Markets, and America's Schools, set the terms of much subsequent discussion about the importance of school autonomy and “educational choice.” Moe's Special Interest extends these arguments through a more frontal critique of the role of teachers unions. This book represents an important contribution to public discussion of school reform. It also incorporates a distinctive perspective on the relationship between power and public policy, and between the role of states and that of markets in the provision of public goods and services. In this symposium, we feature a range of serious commentaries on the book's central arguments about educational policy and politics and on its approach to “engaged” or “applied” political science.

Sharon Erickson Nepstad's thoughtful review makes important points. I am gratified by what she describes as my contributions, and no less appreciative of her discussion of areas in which a stronger contribution might have been made. Many of these are questions that my book raises and that I hope future research will investigate.

Public education is one of the most important “public goods” of a democratic society. In recent decades, public policy analysts, public intellectuals, and politicians have debated the state of public education in the United States and have argued about the sorts of public policies that might best promote the academic achievement, educational success, and political socialization of youth. Terry Moe and John Chubb have been important contributors to these debates. Their 1990 book, Politics, Markets, and America's Schools, set the terms of much subsequent discussion about the importance of school autonomy and “educational choice.” Moe's Special Interest extends these arguments through a more frontal critique of the role of teachers unions. This book represents an important contribution to public discussion of school reform. It also incorporates a distinctive perspective on the relationship between power and public policy, and between the role of states and that of markets in the provision of public goods and services. In this symposium, we feature a range of serious commentaries on the book's central arguments about educational policy and politics and on its approach to “engaged” or “applied” political science.

We live in a world laced with forms of political violence. Kristen Renwick Monroe's latest work develops an interesting social psychological account of the conduct of victims, perpetrators, and bystanders of the most extreme form of violence—genocide. It also employs an interesting narrative approach that contributes to broad methodological discussions in political science about the ways in which subjective experience can best be understood. We have thus invited a diverse group of political scientists and historians to comment on the book's analysis of political violence and on its broader approach to the study of politics.—Jeffrey C. Isaac, Editor

Hurricane Katrina was a “disaster” both “natural” and “social.” The storm destroyed a major American city that, like most American cities, was already the site of great inequality and vulnerability. It also dramatically put to the test both the logistical capabilities and the political responsibilities of national, state, and local governmental institutions. The Neoliberal Deluge: Hurricane Katrina, Late Capitalism, and the Remaking of New Orleans is an important collection of essays on the dynamics of “remaking New Orleans” and the limits of that effort. We have thus asked a diverse group of political scientists to review the book, and at the same time to treat it as an opportunity to reflect on two related questions: 1) What are the most important economic, cultural, and political dimensions of the crisis precipitated by Katrina, both for New Orleans and for US cities more generally? 2) What resources does political science as a discipline possess to help us understand these issues, and can political science as a discipline do a better job on this score?—Jeffrey C. Issac, Editor

Nonviolent Revolutions: Civil Resistance in the Late 20th Century. By Sharon Erickson Nepstad. New York: Oxford University Press, 2011. 200p. $99.00 cloth, $24.95 paper.

We live in nonviolent revolutionary times. From Egypt to Moscow, New York to Manama, 2011 saw millions of peaceful protestors take to the streets to demand change. Under what conditions do civilian-based struggles achieve their goals without resort to violence?

Hurricane Katrina was a “disaster” both “natural” and “social.” The storm destroyed a major American city that, like most American cities, was already the site of great inequality and vulnerability. It also dramatically put to the test both the logistical capabilities and the political responsibilities of national, state, and local governmental institutions. The Neoliberal Deluge: Hurricane Katrina, Late Capitalism, and the Remaking of New Orleans is an important collection of essays on the dynamics of “remaking New Orleans” and the limits of that effort. We have thus asked a diverse group of political scientists to review the book, and at the same time to treat it as an opportunity to reflect on two related questions: 1) What are the most important economic, cultural, and political dimensions of the crisis precipitated by Katrina, both for New Orleans and for US cities more generally? 2) What resources does political science as a discipline possess to help us understand these issues, and can political science as a discipline do a better job on this score?—Jeffrey C. Issac, Editor

Public education is one of the most important “public goods” of a democratic society. In recent decades, public policy analysts, public intellectuals, and politicians have debated the state of public education in the United States and have argued about the sorts of public policies that might best promote the academic achievement, educational success, and political socialization of youth. Terry Moe and John Chubb have been important contributors to these debates. Their 1990 book, Politics, Markets, and America's Schools, set the terms of much subsequent discussion about the importance of school autonomy and “educational choice.” Moe's Special Interest extends these arguments through a more frontal critique of the role of teachers unions. This book represents an important contribution to public discussion of school reform. It also incorporates a distinctive perspective on the relationship between power and public policy, and between the role of states and that of markets in the provision of public goods and services. In this symposium, we feature a range of serious commentaries on the book's central arguments about educational policy and politics and on its approach to “engaged” or “applied” political science.

Skeletons in the Closet: Transitional Justice in Post-Communist Europe. By Monika Nalepa. New York: Cambridge University Press, 2010. 328p. $88.00 cloth, $27.00 paper.

In the not-too-distant past, systematic transitional justice research was a rarity. Normative treatises on various aspects of the justice of transitions have long been a staple of the human rights literature, but empirical and analytical inquiries into the causes and consequences of efforts to deal with the past have not.