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In the final activity, we approach the JG from yet another angle: Students conduct interviews with residents and leaders to investigate how a Job Guarantee could change lives in the local community. Debating the Job Guarantee After we first taught the Job Guarantee, a student suggested that it would be useful to hold student debates between those in favor and those critical of a JG. Introductory Discussion of the Job Guarantee Departing from the initial decoding activity, we then introduce the JG, asking students to imagine a government I RADICALTEACHER 8 http://radicalteacher.library.pitt.edu No. 119 (Spring 2021) DOI 10.5195/rt.2021.754 program that would guarantee a job to every person in a community and that would match this person's skills with social needs. ISSN: 1941-0832 RADICAL TEACHER 6 http://radicalteacher.library.pitt.edu No. 119 (Spring 2021) DOI 10.5195/rt.2021.754 The Pedagogy of the Job Guarantee by Jakob Feinig and Diren Valayden TIM MOSSHOLDER VIA UNSPLASH.COM RADICAL TEACHER 7 http://radicalteacher.library.pitt.edu No. 119 (Spring 2021) DOI 10.5195/rt.2021.754 n the classroom, we frequently notice that students want to deepen their understanding of the way they live while thinking beyond the way social life is organized today. [Extracted from the article]

Charles Tilly emphasizes that state formation is a contingent and violent process: states develop as they extract resources, including currency, from a population. Neochartalist approaches to money challenge what I call the extractivist view of state formation because they see currencies as public institutions established by governments, not a resource to be seized from a population. At the same time, neochartalists rarely address how state institutions capable of establishing monetary institutions emerge. In this article, I propose a framework to analyze the entangled development of the institutions of money and state. I then showcase its usefulness by revisiting a series of crowd actions and militarized responses in eighteenth‐century Massachusetts and Pennsylvania today known as Shays' Rebellion and the Whiskey Rebellion, focusing on the initially ad hoc and then routinized funding mechanism that enabled emerging state actors to deploy armed groups. In closing, I argue that despite the violence involved in the emergence of the institutions of state and money, citizens and inhabitants can begin to imagine democratic ways of institutionalizing money today. [ABSTRACT FROM AUTHOR]

Although Karl Polanyi is best known for his theorization of market regulation and the double movement, democratizing the economic was one of his core concerns. He believed societies need to bring labor, land, and money under collective oversight to displace the logic of market fundamentalism with the logic of human needs. In this article, the author draws on Polanyi’s vocabulary to shed light on the denial of money politics and the possibility of democratization. The author illustrates these dynamics through an analysis of long-term dynamics of (de)politicization in British colonial America and the United States through the 1930s. The author developed this approach hoping that it can contribute to nudging public debates beyond regulation and monetary policy techniques and toward popular involvement and knowledge. [ABSTRACT FROM AUTHOR]

In this article, I show that Depression-era popular opposition to gold standard orthodoxy had an identifiable impact on New Deal policy. Popular pressure was rooted in a political-economic vision I call the 'moral economy of money.' The moral economy of money included a critique of the gold standard and creditor classes and advocated a democratization of control over money and credit to restore social justice. Against many odds, Roosevelt narrowly defeated congressional majorities connected to popular groups bent on mandating Treasury currency issue. At the same time, he pioneered a discourse that became generalized in the following decades and discouraged a reemergence of the moral economy of money. [ABSTRACT FROM AUTHOR]