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.

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.

A classic account of democracy's crisis of legitimacy The age of party democracy has passed, argues Peter Mair in Ruling the Void. The major parties have become so disconnected from society that they no longer seem capable of sustaining democracy in its present form. First published in 2013, Ruling the Void presciently observed that the widening gap between citizens and their political leaders posed a crisis of legitimacy for the governing class, and was fuelling populist mobilizations against it. Europe’s political elites had remodelled themselves as a homogeneous professional class, withdrawing into state institutions that offer relative stability in a world of fickle voters. Meanwhile, non-democratic agencies and practices proliferated – not least among them the European Union itself. Mair weighs the impact of these changes, and offers an authoritative assessment of the prospects for popular political representation today, not only in the varied democracies of Britain and the EU but throughout the developed world. With a new Introduction by Chris Bickerton, author of The European Union: A Citizen’s Guide.

Democracies evolve. Their evolution is not only key to their survival; it is also a reflection of the changing environment in which they operate. This book contributes to the analysis and understanding of how democratic states have transformed over time by examining a number of challenges and opportunities that they face. With a focus on ‘Europe 31’, understood as the EU28 plus Switzerland, Norway, and Iceland, the book brings together separate strands of literature which often remain disconnected in political science narratives. Looking at citizen–state relations, the restructuring of politics and institutions of the state, and developments which reach 'beyond and below' the state, it interrogates a variety of issues ranging from the decline of parties or the re-emergence of nationalism as a political force, to liberal challenges to social democracy, terrorist threats, and climate change. The book combines these different dimensions into a comprehensive overview of the state of contemporary democracy, its challenges and opportunities, and its dynamic capacity to adapt. In other words, it deals with the perpetual threats to and transformations of democracy, and the state’s ability to protect and strengthen its democratic attributes. This text will be of key interest to scholars of European Politics, Comparative Politics, and Democracy Studies.

Approaches democratization of the European neighbourhood from two sides, first exploring developments in the states themselves and then examining what the European Union has been doing to promote the process.

The author is presenting a broadly structured study about the first fifty years of European integration, its geopolitical context and academic reflection. His study is based on the two-fold thesis that since a few years, the European Union is going through a process of its Second Founding while simultaneously changing its rationale.

The All-European Study gives a systematic description of Education for Democratic Citizenship (EDC) policies in the Council of Europe member states. Research was conducted in 2002 at national level, involving national EDC co-ordinators, practitioners and other stakeholders. In 2003 a group of experts produced five regional studies that were submitted for consultation to national authorities in member states with a final feedback given at the EDC Policy Seminar held in Strasbourg in September of the same year. The study contains recommendations and examples of good practice in EDC policy implem.