Democracy can mean a range of concepts, covering everything from freedoms, rights, elections, governments, processes, philosophies and a panoply of abstract and concrete notions that can be mediated by power, positionality, culture, time and space. Democracy can also be translated into brute force, hegemony, docility, compliance and conformity, as in wars will be decided on the basis of the needs of elites, or major decisions about spending finite resources will be the domain of the few over the masses, or people will be divided along the lines of race, ethnicity, class, religion, etc. because it is advantageous for maintaining exploitative political systems in place to do so. Often, these frameworks are developed and reified based on the notion that elections give the right to societies, or segments of societies, to install regimes, institutions and operating systems that are then supposedly legitimated and rendered infinitely just because formal power resides in the hands of those dominating forces. This book is interested in advancing a critical analysis of the hegemonic paradigm described above, one that seeks higher levels of political literacy and consciousness, and one that makes the connection with education. What does education have to do with democracy? How does education shape, influence, impinge on, impact, negate, facilitate and/or change the context, contours and realities of democracy? How can we teach for and about democracy to alter and transform the essence of what democracy is, and, importantly, what it should be? This book advances the notion of decency in relation to democracy, and is underpinned by an analysis of meaningful, critically-engaged education. Is it enough to be kind, nice, generous and hopeful when we can also see signs of rampant, entrenched and debilitating racism, sexism, poverty, violence, injustice, war and other social inequalities? If democracy is intended to be a legitimating force for good, how does education inform democracy? What types of knowledge, experience, analysis and being are helpful to bring about newer, more meaningful and socially just forms of democracy? Throughout some twenty chapters from a range of international scholars, this book includes three sections: Constructing Meanings for Democracy and Decency; Justice for All as Praxis; and Social Justice in Action for Democracy, Decency, and Diversity: International Perspectives. The underlying thread that is interwoven through the texts is a critical reappraisal of normative, hegemonic interpretations of how power is infused into the educational realm, and, importantly, how democracy can be re-situated and re-formulated so as to more meaningfully engage society and education.

"An analysis of social and economic policies in the United States, with emphasis on the 1960s War on Poverty"--Provided by publisher.

The interrelationship between sexuality and national identity during Puerto Rico's transition from Spanish to U.S. colonialism.

A state-of-the-art account of what we know and do not know about the effects of digital technology on democracy.

A bracingly provocative challenge to one of our most cherished ideas and institutions Most people believe democracy is a uniquely just form of government. They believe people have the right to an equal share of political power. And they believe that political participation is good for us—it empowers us, helps us get what we want, and tends to make us smarter, more virtuous, and more caring for one another. These are some of our most cherished ideas about democracy. But Jason Brennan says they are all wrong. In this trenchant book, Brennan argues that democracy should be judged by its results—and the results are not good enough. Just as defendants have a right to a fair trial, citizens have a right to competent government. But democracy is the rule of the ignorant and the irrational, and it all too often falls short. Furthermore, no one has a fundamental right to any share of political power, and exercising political power does most of us little good. On the contrary, a wide range of social science research shows that political participation and democratic deliberation actually tend to make people worse—more irrational, biased, and mean. Given this grim picture, Brennan argues that a new system of government—epistocracy, the rule of the knowledgeable—may be better than democracy, and that it's time to experiment and find out. A challenging critique of democracy and the first sustained defense of the rule of the knowledgeable, Against Democracy is essential reading for scholars and students of politics across the disciplines. Featuring a new preface that situates the book within the current political climate and discusses other alternatives beyond epistocracy, Against Democracy is a challenging critique of democracy and the first sustained defense of the rule of the knowledgeable.

Uprisings such as the Tea Party and Occupy Wall Street signal a resurgence of populist politics in America, pitting the people against the establishment in a struggle over control of democracy. In the wake of its conservative capture during the Nixon and Reagan eras, and given its increasing ubiquity as a mainstream buzzword of politicians and pundits, democratic theorists and activists have been eager to abandon populism to right-wing demagogues and mega-media spin-doctors. Decades of liberal scholarship have reinforced this shift, turning the term "populism" into a pejorative in academic and public discourse. At best, they conclude that populism encourages an "empty" wish to express a unified popular will beyond the mediating institutions of government; at worst, it has been described as an antidemocratic temperament prone to fomenting backlash against elites and marginalized groups. Populism's Power argues that such routine dismissals of populism reinforce liberalism as the end of democracy. Yet, as long as democracy remains true to its meaning, that is, "rule by the people," democratic theorists and activists must be able to give an account of the people as collective actors. Without such an account of the people's power, democracy's future seems fixed by the institutions of today's neoliberal, managerial states, and not by the always changing demographics of those who live within and across their borders. Laura Grattan looks at how populism cultivates the aspirations of ordinary people to exercise power over their everyday lives and their collective fate. In evaluating competing theories of populism she looks at a range of populist moments, from cultural phenomena such as the Chevrolet ad campaign for "Our Country, Our Truck," to the music of Leonard Cohen, and historical and contemporary populist movements, including nineteenth-century Populism, the Tea Party, broad-based community organizing, and Occupy Wall Street. While she ultimately expresses ambivalence about both populism and democracy, she reopens the idea that grassroots movements--like the insurgent farmers and laborers, New Deal agitators, and Civil Rights and New Left actors of US history--can play a key role in democratizing power and politics in America.

Matthew Hindman reveals here that, contrary to popular belief, the Internet has done little to broaden political discourse in the United States, but rather that it empowers a small set of elites - some new, but most familiar.