Based on a new data-set covering 29 European and neighboring countries, this volume shows how, Europeans view and evaluate democracy: what are their conceptions of democracy, how do they assess the quality of democracy in their own country, and to what extent do they consider their country's democracy as legitimate? The study shows that Europeans share a common view of liberal democracy, which is complemented by elements of social and direct democracy, which go beyond the basic liberal model. The level of their demands in terms of democracy varies, however, considerably across Europe and is related to their assessment of democracy: the worse the quality of democracy in a given country, the higher the respective demands on democracy. The analysis of the determinants of democratic views and evaluations shows that they depend on the political and economic (but less on the cultural) context conditions. Comparative Politics is a series for students, teachers, and researchers of political science that deals with contemporary government and politics. Global in scope, books in the series are characterised by a stress on comparative analysis and strong methodological rigour. The series is published in association with the European Consortium for Political Research. For more information visit: www.ecprnet.eu. The Comparative Politics series is edited by Emilie van Haute, Professor of Political Science, Universite libre de Bruxelles; Ferdinand Muller-Rommel, Director of the Center for the Study of Democracy, Leuphana University; and Susan Scarrow, Chair of the Department of Political Science, University of Houston.

This text answers two fundamental questions for European advanced democracies: how Europeans view democracy (or how democracy should be) and how Europeans evaluate democracy (or how European democracies work in practice).

A new Council of Europe reference framework of competences for democratic culture! Contemporary societies within Europe face many challenges, including declining levels of voter turnout in elections, increased distrust of politicians, high levels of hate crime, intolerance and prejudice towards minority ethnic and religious groups, and increasing levels of support for violent extremism. These challenges threaten the legitimacy of democratic institutions and peaceful co-existence within Europe. Formal education is a vital tool that can be used to tackle these challenges. Appropriate educational input and practices can boost democratic engagement, reduce intolerance and prejudice, and decrease support for violent extremism. However, to achieve these goals, educationists need a clear understanding of the democratic competences that should be targeted by the curriculum. This book presents a new conceptual model of the competences which citizens require to participate in democratic culture and live peacefully together with others in culturally diverse societies. The model is the product of intensive work over a two-year period, and has been strongly endorsed in an international consultation with leading educational experts. The book describes the competence model in detail, together with the methods used to develop it. The model provides a robust conceptual foundation for the future development of curricula, pedagogies and assessments in democratic citizenship and human rights education. Its application will enable educational systems to be harnessed effectively for the preparation of students for life as engaged and tolerant democratic citizens. The book forms the first component of a new Council of Europe reference framework of competences for democratic culture. It is vital reading for all educational policy makers and practitioners who work in the fields of education for democratic citizenship, human rights education and intercultural education.

This publication contains papers presented at a conference, held in November 2004 in Barcelona and organised by the Council of Europe. The purpose of the conference (held to mark the end of the three-year integrated project "Making democratic institutions work") was to discuss issues relating to the challenges and opportunities facing governments in Europe to strengthen democratic reform and encourage greater public participation. Topics covered include: promoting inclusive elections; financing of political parties; popular initiatives and referendums; and how modern communication technologies can affect the democratic process.

A collection of essays, which cover topics from Arab opinion about democracy to the nostalgia for authoritarianism found in East Asia. It sheds light on the rise of populism in Latin America, and explains why postcommunist regimes in Europe have won broad public support

This thesis is a collection of four empirical studies that analyze Europeans’ democratic aspirations and evaluations and their behavioral implications. It is well established that most citizens support democracy in the abstract but that a substantial proportion of them are not fully satisfied with the way democracy works. However, we know significantly less about the specific type of democracy citizens aspire to, about the extent to which they evaluate that their democracies meet these democratic aspirations, and about how these aspirations and evaluations relate to their political behavior. Drawing on an innovative dataset that provides a detailed account of individuals’ democratic aspirations and evaluations I first assess the availability and structuration of these attitudes towards democracy in the belief systems of Europeans. Next, I analyze how democratic aspirations and evaluations and the imbalance between the two relate to political participation and party choice decisions. The empirical analyses reveal that: (i) these attitudes towards democracy are widely available and coherently structured in the belief systems of most individuals; (ii) that democratic aspirations and evaluations, and the imbalance between the two, are significantly related to the likelihood of turning out to vote and demonstrating, but that, at the same time, their impact is contingent on a series of individual- and macro-level factors; (iii) that the imbalance between democratic aspirations and evaluations that individuals perceive for specific elements democracy is significantly related to their likelihood of defecting from mainstream parties and voting for different types of challenger parties. In the conclusion to this dissertation I discuss the potential implications of these findings for the quality and stability of democracies, and how these findings qualify some aspects of the prevailing optimistic outlook about the behavior of those who are critical or dissatisfied with the functioning of their democracies.