This book looks at a series of citizen-led campaigns to provide information about and energise the institutions of local self-governance in India following the 73rd and 74th Amendment Acts. Staggering in their outreach and magnitude, the campaigns, popularly known as PEVACs (Pre-election Voters’ Awareness Campaigns), reached out to huge swathes of the population, particularly in rural India, through a unique network that incorporated civil-society organisations across the country, the media and the State Election Commission itself. The book journeys through the heat and dust of these extraordinary campaigns, drawing from a repertoire of field reports and interviews to reflect on the significance of this ‘experiment’ on deepening democracy in India. In particular, it analyses the methodology of the campaigns and posits that this itself became an extraordinary exercise in democratic practice, indicating the shape that deliberation and dialogic practices could actually take on the field. As the campaigns moved from district to district, through their street plays, posters, pamphlets, jagrut yatras, candidate–voter dialogues, rehearsals of voting procedures, setting up of information booths, and participatory workshops for newly elected representatives, a new dialogical experiment was born and shaped. By examining these campaigns, this book emphasises the idea that governance is not just the business of central (federal) governments but also of citizens outside the formal institutions of governance, without whose active participation democracy cannot be deepened.

Arguments about the American ballot initiative process date back to the Progressive Era, when processes allowing citizens to decide policy questions directly were established in about half of the states. When political scientists began to systematically examine whether the state ballot initiative process had spillover consequences, they found the initiative process had a positive impact on civic engagement. Recent scholarship casts doubt on these conclusions, determining the ballot initiative process did not make people believe they could influence the political process, trust the government, or be more knowledgeable about politics in general. However, in some circumstances, it got them to show up at the polls, and increased interest groups’ participation in the political arena. In Initiatives without Engagement, Dyck and Lascher develop and test a theory that can explain the evidence that the ballot initiative process fails to provide the civic benefits commonly claimed for it, and the evidence that it increases political participation. This theory argues that the basic function of direct democracy is to create more conflict in society.

"This body of research not only passes academic muster but is the best guidepost in existence for activists who are trying to use the ballot initiative process for larger policy and political objectives." --Kristina Wilfore, Executive Director, Ballot Initiative Strategy Center and Foundation Educated by Initiative moves beyond previous evaluations of public policy to emphasize the educational importance of the initiative process itself. Since a majority of ballots ultimately fail or get overturned by the courts, Smith and Tolbert suggest that the educational consequences of initiative voting may be more important than the outcomes of the ballots themselves. The result is a fascinating and thoroughly-researched book about how direct democracy teaches citizens about politics, voting, civic engagement and the influence of special interests and political parties. Designed to be accessible to anyone interested in the future of American democracy, the book includes boxes (titled "What Matters") that succinctly summarize the authors' data into easily readable analyses. Daniel A. Smith is Associate Professor of Political Science at the University of Florida. Caroline J. Tolbert is Associate Professor of Political Science at Kent State University.

Public authorities from all levels of government increasingly turn to Citizens' Assemblies, Juries, Panels and other representative deliberative processes to tackle complex policy problems ranging from climate change to infrastructure investment decisions. They convene groups of people representing a wide cross-section of society for at least one full day – and often much longer – to learn, deliberate, and develop collective recommendations that consider the complexities and compromises required for solving multifaceted public issues.

Offers a comparative study of the origins, performance, and reform of contemporary mechanisms of direct democracy.

Governments fail to provide the public goods needed for development when its leaders knowingly and deliberately ignore sound technical advice or are unable to follow it, despite the best of intentions, because of political constraints. This report focuses on two forces—citizen engagement and transparency—that hold the key to solving government failures by shaping how political markets function. Citizens are not only queueing at voting booths, but are also taking to the streets and using diverse media to pressure, sanction and select the leaders who wield power within government, including by entering as contenders for leadership. This political engagement can function in highly nuanced ways within the same formal institutional context and across the political spectrum, from autocracies to democracies. Unhealthy political engagement, when leaders are selected and sanctioned on the basis of their provision of private benefits rather than public goods, gives rise to government failures. The solutions to these failures lie in fostering healthy political engagement within any institutional context, and not in circumventing or suppressing it. Transparency, which is citizen access to publicly available information about the actions of those in government, and the consequences of these actions, can play a crucial role by nourishing political engagement.

Teaching Civic Engagement provides an exploration of key theoretical discussions, innovative ideas, and best practices in educating citizens in the 21st century. The book addresses theoretical debates over the place of civic engagement education in Political Science. It offers pedagogical examples in several sub-fields, including evidence of their effectiveness and models of appropriate assessment. Written by political scientists from a range of institutions and subfields, Teaching Civic Engagement makes the case that civic and political engagement should be a central part of our mission as a discipline.