This volume focuses on the relationship between the tasks of institutional design and the outcomes of the process of economic and political liberalization in Latin America and in Central and Eastern Europe. The contributors emphasize the design of institutions to serve a market economy, the design of electoral laws, and the design of executive-legislative relations. Within this framework each chapter discusses the legacy of the pre-existing authoritarian regime; the range of preferences among various strategic actors with regard to the pace and mix of reforms; and the consequences of final choices for the institutionalization of effective economies and the process of democratization. Countries throughout Latin America and Central and Eastern Europe are moving from semi-closed to open economies and from authoritarian to democratic political systems. Despite important differences between the regions, these transitions involve similar tasks: the establishment of governmental institutions and electoral systems conducive to legitimation of the new and fragile democracies and expansion of the institutional infrastructure of a market economy. This volume looks at both regions, focusing on the relationship between the tasks of institutional design and the outcomes of the process of economic and political liberalization. In particular, the contributors emphasize the design of institutions to serve a market economy, the design of electoral laws, and the design of executive-legislative relations. Each chapter discusses the legacy of the pre-existing authoritarian regime; the range of preferences among various strategic actors (the government, state bureaucracies, opposition parties, and interest groups) with regard to the pace and mix of reforms; and the consequences of final choices for the institutionalization of effective economies and the process of democratization.

Willem Assies died in 2010 at the age of 55. The various stages of his career as a political anthropologist of Latin American illustrate how astute a researcher he was. He had a keen eye for the contradictions he observed during his fieldwork but also enjoyed theoretical debate. A distrust of power led him not only to attempt to understand “people without voice” but to work alongside them so they could discover and find their own voice. Willem Assies explored the messy, often untidy daily lives of people, with their inconsistencies, irrationalities, and passions, but also with their hopes, sense of beauty, solidarity, and quest for dignity. This collection brings together some of Willem Assies’s best, most fascinating, and still highly relevant writings.

Is it always true that decentralization reforms put more power in the hands of governors and mayors? In post-developmental Latin America, the surprising answer to this question is no. In fact, a variety of outcomes are possible, depending largely on who initiates the reforms, how they are initiated, and in what order they are introduced. Tulia G. Falleti draws on extensive fieldwork, in-depth interviews, archival records, and quantitative data to explain the trajectories of decentralization processes and their markedly different outcomes in Argentina, Brazil, Colombia, and Mexico. In her analysis, she develops a sequential theory and method that are successful in explaining this counterintuitive result. Her research contributes to the literature on path dependence and institutional evolution and will be of interest to scholars of decentralization, federalism, subnational politics, intergovernmental relations, and Latin American politics.

International organizations have consistently influenced education reforms in Latin America, but not all countries have adopted the same policy recommendations. This book offers a unique comparative analysis of secondary education reforms in Chile, Argentina, and Colombia, from the 1960s to the 2010s, with a focus on three key areas: manpower planning, state-retrenchment (market-based versus active-state), and ideas about having a right to a quality education in an era of government accountability. While responding to similar policy recommendations, these countries have differed in how they have implemented decentralization, incorporated private actors, allocated authority over curriculum, and established instruments of accountability. Claudia Diaz-Rios traces the legacies of previous education policies and local struggles among stakeholders in reshaping—and sometimes rejecting—foreign recommendations. Translating Global Idea will be an invaluable resource for scholars of comparative politics and the globalization of education—particularly those interested in policy development in middle- and low-income countries, as well as practitioners invested in promoting education policy changes in Latin America.