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Gary L. Wamsley economic depression, poor soil, bad erosion, years of drought, and a tornado in 1949 that destroyed almost everything they had (before there was anything like FEMA) meant they lived hard lives, in circumstances that today might be considered poverty or close to it. I am not saying public administrators could have rectified their situation then, any more than they necessarily could today. I am simply saying that all public administrators and those who teach public administration should understand and remember that even people who do everything possible for themselves, their children, and their grandchildren can be stricken by circumstances and events beyond their capacity to manage. When these people become clients in government agencies, they are not necessarily there because they have been imprudent, lazy, or careless. Since they could fall back on the farm, my grandparents never had to ask for public assistance. My father, on the other hand, was forced to turn to the government for help, albeit briefly, when he applied for unemployment insurance. It embarrassed him terribly. I can only hope the public administrator who handled his case treated him with dignity. Because of our life experiences, we professors all carry to the classroom deeply embedded beliefs, values, and even prejudices. (After watching rich people in their fancy clothes at the country club adjoining our farm, I could never bring myself to become a member, even when I could finally afford it. Nor did I take up golf.) Therefore I urge academicians and practitioners alike to seriously consider Kenneth Oldfield’s ideas, take stock of where we have been on matters of class, where we are trending, and where we as a field of study and practice might better go. Perhaps each of us can help in this endeavor not only by considering affirmative action aimed at socioeconomic diversity but also by getting in better touch with our own roots—moving forward by looking back. As my grandfather (who in retrospect was far wiser than I often thought) once said, “If you don’t know where you came from, then you aren’t likely to know where you are, and you sure as hell won’t know where you are going.” FOOTNOTES 1 To follow this disputatio, see Oldfield (2010; 2011a, b). 2 Oldfield mentioned to me that the nation’s use of public sector force to suppress the American labor movement never raised much ire in conservative circles as evincing the evils of “government intervention” or “social engineering” (also see Oldfield, 2003, pp. 456–457). 3 Norton and Ariely qualify their methodology by saying they “used Sweden’s income rather than wealth distribution because it provided a clearer contrast to the other two wealth distribution examples; although more equal than the United States’ wealth distribution, Sweden’s wealth distribution is still extremely top heavy.” 104 Journal of Public Affairs Education
REFERENCES Ashwander v. Tennessee Valley Authority. (1936). 297 U.S. 288. Bertelli, A. M., & Lynn Jr., L. E. (2006). Madison’s managers: Public administration and the Constitution. Baltimore, MD: Johns Hopkins University Press. Galbraith, J. K. (February 4, 1982). Recession economics. New York Review of Books, 29(1). Retrieved from www.nybooks.com/articles/archives/1982/feb/04/recession-economics/ Norton, M. L., & Ariely, D. (2011). Building a better America—one wealth quintile at a time. Perspectives of Psychological Science, 6(1), 9–12. Oldfield, K. (2003). Social class and public administration: A closed question opens. Administration & Society, 35(4), 438–461. ———. (2010). Our cutting edge isn’t cutting it: Why public administration should be the first discipline to implement a social class-based affirmative action plan for hiring professors. Administration & Society, 41(8), 1016–1038. ———. (2011a). Oldfield responds to Critiques by Stever and Stivers of his January 2010 DSF titled “Why public administration should be the first discipline to implement a social class-based affirmative action plan for hiring professors.” Administration & Society, 43(1), 124–137. ———. (2011b). Oldfield responds to Candler and others arguing against his proposal for affirmativeaction based on socioeconomic status in public administration faculty hires. Administration & Society, 43(3), 372–381. One in fifteen considered poorest in U.S. (2011, Nov. 3). The Roanoke Times, p. 6. Parenti, M. (2011). Democracy for the few. Boston: Thomson-Wadsworth. Phillips, K. P. (1990). The politics of rich and poor. New York: Random House. ———. (2002). Wealth and democracy. New York: Broadway Books. Pugh, T. (2011, Sept. 14). Number in U.S. in poverty hits record high. The Roanoke Times, p. 7. Rawls, J. (1971). A theory of justice. Cambridge, MA: Harvard University Press. Rohr, J. A. (1986). To run a constitution: The legitimacy of the administrative state. Lawrence, KS: University Press of Kansas. ———. (1998). Public service, ethics, and constitutional practice. Lawrence, KS: University Press of Kansas. Stivers, C. (2002). Bureau men, settlement women. Lawrence, KS: University Press of Kansas. Moving Forward Truman, H. S. (1959, Apr. 28). Lecture at Columbia University. Retrieved from www.quotationspage. com/quote/27058.html Zinn, H. (1995). A people’s history of the United States: 1492–present. New York: Harper Perennial. Journal of Public Affairs Education 105
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JPAE VOLUME 18 NUMBER 1 JOURNAL OF
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Journal of Public Affairs Education
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FROM THE EDITOR In the symposium in
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NASPAA Presidential Address Annual
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Leading by Example: Modeling Global
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FROM THE GUEST EDITOR FROM THE GUES
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FROM THE GUEST EDITOR A SYMPOSIUM I
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on other fronts, certainly it can h
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Picasso, P. (1937). Guernica. Pictu
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Reflections of a Working-Class Acad
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Reflections of a Working Class Acad
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Class Rooms Kenneth Oldfield Univer
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Class Rooms although I did, but not
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Class Rooms GRADUATE SCHOOL I was u
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Class Rooms the odds this appointee
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Class Rooms The Great Leveler, too
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Class Rooms of higher learning and
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ook (Oldfield & Johnson, 2009). The
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Didactic Changes Class Rooms Pedago
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hooks, b. (2000). Where we stand: C
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Shaw, G. B. (1928). The intelligent
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What’s a Girl Like You Doing in a
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Review of Moral Controversies in Am
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Information for Contributors The Jo
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