A clear account of the lessons and theories of democratic culture.

International Aid and Democracy Promotion investigates the link between foreign aid and the promotion of democracy, using theory, statistical tests, and illustrative case studies. This book challenges the field of development to recognize that democracy promotion is unlike other development goals. With a goal like economic development, the interests of the recipient and the donor coincide; whereas, with democratization, authoritarian recipients have strong reasons to oppose what donors seek. The different motivations of donors and recipients must be considered if democracy aid is to be effective. The author examines how donors exercise their leverage over aid recipients, and, more importantly, why, using selectorate theory to understand the incentives of both aid donors and recipients. International Aid and Democracy Promotion will be of great interest to academics and students of development and democratization, as well as policy makers with authority over foreign aid allocation. "The Open Access version of this book, available at http: //www.taylorfrancis.com/books/e/9781003050438, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. Open Access for this book is generously supported by the Ashoka University.

After President Trump’s election, BREXIT and the widespread rise of far-Right political parties, much public discussion has intensely focused on populism and authoritarianism. In the middle of the twentieth century, members of the early Frankfurt School prolifically studied and theorized fascism and anti-Semitism in Germany and the United States. In this volume, leading European and American scholars apply insights from the early Frankfurt School to present-day authoritarian populism, including the Trump phenomenon and related developments across the globe. Chapters are arranged into three sections exploring different aspects of the topic: theories, historical foundations, and manifestations via social media. Contributions examine the vital political, psychological and anthropological theories of early Frankfurt School thinkers, and how their insights could be applied now amidst the insecurities and confusions of twenty-first century life. The many theorists considered include Adorno, Fromm, Löwenthal and Marcuse, alongside analysis of Austrian Facebook pages and Trump’s tweets and operatic media drama. This book is a major contribution towards deeper understanding of populism’s resurgence in the age of digital capitalism.

This innovative and thought-provoking study puts forth a compelling analysis of the constitutive nexus at the heart of the European refugee conundrum. It maps and historically contextualises some of the distinctive challenges that pervasive ethnic and cultural pluralism present to real politics as on the level of political theorizing. By systematically integrating hitherto insufficiently linked research perspectives in a novel way, it lays open a number of paradoxical constellations and regressive tendencies in contemporary European democracy. It thereby redirects attention to the ways in which liberal thought and liberal democratic institutions shape, interact with, and may even provide justification for illiberal and exclusionary practices. This book thus makes an important contribution to the analysis of post-migrant realities in Europe and the ways in which they are defined by imperial legacies, punitive migration regimes, the culturalization of mainstream politics, and the discursive construction of a European Other.

States that the critical theory of the Frankfurt School is as important today, if not more so, as it was at its inception during the 1930s. This title looks at the distinguishing features of this tradition and how it is critical, yet also complementary, of other approaches in the social sciences, especially in sociology.

The book provides an in-depth discussion of democratic theory questions in relation to refugee law. The work introduces readers to the evolution of refugee law and its core issues today, as well as central lines in the debate about democracy and migration. Bringing together these fields, the book links theoretical considerations and legal analysis. Based on its specific understanding of the refugee concept, it offers a reconstruction of refugee law as constantly confronted with the question of how to secure rights to those who have no voice in the democratic process. In this reconstruction, the book highlights, on the one hand, the need to look beyond the legal regulations for understanding the challenges and gaps in refugee protection. It is also the structural lack of political voice, the book argues, which shapes the refugee's situation. On the other hand, the book opposes a view of law as mere expression of power and points out the dynamics within the law which reflect endeavors towards mitigating exclusion. The book will be essential reading for academics and researchers working in the areas of migration and refugee law, legal theory and political theory.

The future of public education and democracy is at risk. Powerful forces are eroding commitment to public schools and weakening democratic resolve. Yet even in deeply troubling times, it is possible to broaden social imagination and empower effective advocacy for systemic progressive reform. Re-envisioning Education and Democracy explores challenges and opportunities for restructuring public education to establish and sustain more broadly inclusive, deeply democratic, and effectively transforming approaches to social inquiry and civic participation. Re-envisioning Education and Democracy adopts a non-traditional format to extend social awareness and imagination. Within each chapter, one episode of an evolving strategic narrative traces the life cycle of a systemic reform initiative. This is followed by an exploratory essay that draws from theory, research, criticism, and practice to prompt consideration of focal issues. Woven through each chapter is a poetically framed meditative stream informed by varied historical and cultural conceptions of oracles. A developmental sequence of social learning strategies (exploratory democratic practices), accompanied by thematic bibliographic references, are included to model democratic teaching and learning applicable in classroom and community settings.