Chapter 11, Francis Rodd makes sense - and a plot, (June 9 - June 20). In this chapter I change focus to Rodd’s retrospective sensemaking. I quote in full a long note by Rodd written in the aftermath of the loan from Bank of England where he tells his narrative of what happened from the BIS board meeting on June 8 to June 16. Rodd clearly blame the French government, but not the Banque de France. After this, the perspectiev shifts to that of Pierre Quesnay, who tells his view about the British loan and how it came about. The chapter ends by showing how Rodd leaving Vienna.

Chapter 1 answers the question of what citizens perceptions of the school closure policy are and how these attitudes vary by race. It reveals that African Americans and Latinx citizens – the majority of those affected by the policy – have highly negative attitudes toward public school closures. Whites express the most supportive attitudes toward closure, despite rare experiences with the policy. To explain these disparities, it highlights how African Americans and Latinx shared experiences with previous education policies and shared status as minorities contribute to the development of a shared target identity. Their identification as shared targets result in similar assessments of the closure policy, regardless of whether they are directly affected by it. Whites, in contrast, adopt a viewpoint akin to the purveyors of the policy. These findings have implications for understanding the challenges associated with working across racial lines, toward improved race relations and thus democratic progress.