Government by referendum

The United States Supreme Court is an important, exciting and controversial institution. This book includes the major decisions of the 2014 and 2015 Supreme Court Term. It examines some of the fascinating policy issues that are central to the Court by examining its contemporary agenda. The book analyses the Court's major decisions on controversial issues such as race, abortion, capital punishment and gay rights. It explains the ideas that underpinned the creation of the Supreme Court in the first place and how and why it has changed over the years. The book then investigates how the framers of the Constitution envisaged the nature and the role of the Supreme Court, and how and why these have evolved. With examples, it also explains the process by which the personal, the judicial and the political are interwoven in some of the Court's most important cases. Next, the book takes up the specifically judicial and legal basics of the Court's structure and processes and looks at the rules and procedures that govern the Justices' work. The key concept of judicial review, the source of the Court's power is then examined. The book moves on to analyse one of the most controversial features of the contemporary Supreme Court, the process of appointing new Justices, and examines the politicisation of the appointment process. Finally, it explores how powerful is the Court and what is its role in American government and politics.

This book makes the case for an inclusive form of socialist feminism that will benefit both individuals and societies, and that puts multiply disadvantaged women at its heart. It argues that developing a feminist vocabulary is a key part of feminist politics, and it demystifies some key terms, including patriarchy and intersectionality. The book’s longest chapter engages with fierce disputes between some feminists and some trans women, and suggests possible compromises and ways forward. It argues throughout that the analysis of gender cannot be isolated from that of class or race, that patriarchy is inexorably entangled with capitalism, and that the needs of most women will not be met in an economy based on the pursuit of profit. In making these arguments, it explains why capitalism is not meeting human needs and it highlights the flaws in the ideologies that sustain it; it also shows how the assumptions of neoliberalism are incompatible with anything other than a narrow, elitist form of feminism that has little relevance for most women. Throughout, the book asserts the social, economic and human importance of the unpaid caring and domestic work that has been traditionally done by women, and the need to redistribute this and value it properly. It concludes that the combination of some policy trends, the increased presence of feminists in positions of influence and a rise in all kinds of grassroots activism give grounds for optimism about a future that could be both more feminist and more socialist.

Nineteenth-century evangelical Protestant missionary groups commonly assumed that they were the most apt providers of education to non-Europeans in British colonies. Christian schooling was deemed imperative for modernising societies to withstand secularising forces. This significant study examines this assumption by drawing on key moments in the development of missionary education from the 1830s to the beginning of the twentieth century. The book is the first to survey the changing ideologies behind establishing mission schools across the spectrum of the British Empire. It examines the Negro Education Grant in the West Indies, the Aborigines Select Committee (British Settlements), missionary conferences in 1860 and 1910 as well as drawing on local voices and contexts from Southern Africa, British India and Sri Lanka to demonstrate the changing expectations for, engagement with and ideologies circulating around mission schools resulting from government policies and local responses. By the turn of the twentieth century, many colonial governments had encroached upon missionary schooling to such an extent that the symbiosis that had allowed missionary groups autonomy at the beginning of the century had morphed into an entanglement that secularised mission schools. The spread of ‘Western modernity’ through mission schools in British colonies affected local cultures and societies. It also threatened Christian religious moral authority, leading missionary societies by the World Missionary Conference in Edinburgh in 1910 to question the ambivalent legacy of missionary schooling, and to fear for the morality and religious sensibilities of their pupils, and indeed for morality within Britain and the Empire.