Contested visions of American democracy: citizenship, public housing, and the international arena.

This essay reexamines the history of public housing and the controversy it generated from the Great Depression to the Cold War. By recasting that history in the global arena, it demonstrates that the debate over public housing versus homeownership was also a debate over the meaning of American citizenship and democracy, pointing up starkly divergent notions about what was and was not American. Through an examination of national conflicts and neglected local struggles, this article further shows that the fight over public housing was far more meaningful and volatile than traditionally assumed. Both critics and advocates of public housing drew from international experiences and imagery in positioning the home as a constitutive feature of citizenship in American democracy. Fears of Bolshevism, fascism, and communism served to internationalize issues of race, space, and housing and together shaped the decision of whether a decent home was an American right or privilege.

Doing psychology, doing inequality: rethinking the role of psychology in creating and maintaining social inequality.

The relationship between psychological disciplines and inequality has been a subject of great scholarly interest in the last several decades. Most works on the subject analyze macro features of psychological disciplines (mainly their evaluative tools, theoretical assumptions, and disciplinary power) and criticize them as biased against minorities. This paper re-examines the relationship between psychology and inequality from a micro, face-to-face standpoint. Drawing on close observations of 33 placement committees in which professionals from various psychological fields (psychology, social work, school counseling, etc.) discuss children's eligibility for special education services, it portrays the actual doing of psychology as an inconsistent and malleable endeavor. In contrast to the macro-oriented research on the relationship between psychology and inequality, it shows that in actual face-to-face interactions, professionals use different types of folk concerns that often exchange formal evaluative criteria, theoretical assumptions or professional authority in final placement decisions. By revealing the different folk considerations professionals use to sort and analyze working- versus middle-class parents, this project adds an essential layer to scholarly understanding of the relationship between psychological practice and inequality.

Linking traditional knowledge and environmental practice in Ontario.

Beginning in the late 1980s with the release of Our Common Future by the World Commission on Environment and Development, followed by the development of international accords such as the 1992 Convention on Biological Diversity, international pressure to resolve Indigenous rights issues has been steadily mounting. Successive Canadian governments have been striving increasingly to recognize and incorporate Aboriginal traditional knowledge into resource management planning. Following more than a decade of such efforts, the question of how to achieve such incorporation appropriately remains inadequately answered. This essay contributes to the resolution of this issue by first clarifying some key differences between Aboriginal and non-Aboriginal definitions of "traditional knowledge." Then, three Ontario case studies are briefly described that highlight the most and least successful aspects of previous undertakings. Among the lessons learned are the need to value traditional knowledge on a par with Western science while recognizing the particular capabilities of each system, and the requirement that Aboriginal peoples and their knowledge participate on a mutually respectful basis.