The philosopher Santayana warned that those who do not know their own history are doomed to repeat it. That admonition is especially pertinent to discussions of social welfare in Indiana, where assistance programs reflect historic attitudes about poverty and service delivery is largely a product of the state?s political culture. In Indiana, as elsewhere, supporters of social welfare programs and the critics of those programs are still arguing about policies dating to 1349, when England enacted the Statute of Laborers, prohibiting alms, or charity, for those who had the ability to work–that is, to "sturdy beggars." This first attempt to deal with what we would later call welfare was not about providing assistance; it was about forcing people to work.
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Category Archives: Academic Papers
Accountability and the New Governance
It is a central tenet of democratic regimes that the state must be accountable to its citizens. In the United States, in particular, contracting out complicates that accountability in a number of ways (Gilmore & Jensen 1998), and raises thorny issues both for the agency charged with responsibility for providing the public good or service, and for the private or non-profit contractor.
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Social Responsibility, Accountability and U.S. Welfare Reform: The Context of America’s Faith Based
Accountability is problematic when there is not clarity of expectations or agreed-upon goals, and that lack of clarity has long been a characteristic of social welfare in the United States.
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Redemption and Rehabilitation: Charitable Choice and Criminal Justice
Unlike social services like job training and placement, day care or medical assistance, such drug and prison programs are not merely faith-based, they are faith-infused. It is not accidental that so many prison programs are called “Ministries.”
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Privatizing Education:The Liberal Democratic Idea, Constitutionalism,and the Politics of Vouchers
Arguments about the education of the young are at least as old as Socrates. However, it is fair to suggest that the voucher debate that has erupted over the past few years is qualitatively different from many that have preceded it. Rather than arguing about whether public schools are deficient, and if so, in what respects; rather than debating the merits of one "reform" over another, the issue has become whether America should continue to support a system of free, publicly controlled schools or whether government?s educational role should be reduced to dispensing vouchers to families, enabling them to "buy" educational services in the marketplace. It is a classic political confrontation, engaging partisan strategies and implicating political ideologies.
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