Reclaiming Participatory Governance offers empirical and theoretical perspectives on how the relationship between social movements and state institutions is emerging and developing through new modes of participatory governance. One of the most interesting political developments of the past decade has been the adoption by social movements of strategies seeking to change political institutions through participatory governance. These strategies have flourished in a variety of contexts, from anti-austerity and pro-social justice protests in Spain, to movements demanding climate transition and race equality in the UK and the USA, to constitutional reforms in Belgium and Iceland. The chief ambition and challenge of these new forms of participatory governance is to institutionalise the prefigurative politics and social justice values that inspired them in the first place, by mobilising the bureaucracy to respond to their claims for reforms and rights. The authors of this volume assess how participatory governance is being transformed and explore the impact of such changes, providing timely critical reflections on: the constraints imposed by cultural, economic and political power relations on these new empowered participatory spaces; the potential of this new "wave" of participatory democracy to reimagine the relationship between citizens and traditional institutions towards more radical democratic renewal; where and how these new democratisation efforts sit within the representative state; and how tensions between the different demands of lay citizens, organised civil society and public officials are being managed. This book will be an important resource for students and academics in political science, public administration and social policy, as well as activists, practitioners and policymakers interested in supporting innovative engagement for deeper social transformation. Chapter 11 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

The forms of liberal democracy developed in the 19th century seem increasingly ill-suited to the problems we face in the 21st. This dilemma has given rise to a deliberative democracy, and this text explores four contemporary cases in which the principles have been at least partially instituted.

Reclaiming Constitutionalism articulates an argument for why the constitutional phenomenon remains attached to the state – despite the recent advent of theories of global constitutionalism. Drawing from the idea that constitutionalism historically sought to build social consensus, this book argues that the primary aim of constitutionalism is to create social peace and to shield, rather than to limit, the power of political elites in any given state. Implicit in the effort to preserve social peace is the fundamentally important acknowledgement of social conflict. Constitutionalism seeks to offer a balance between opposing social forces. However, this balancing process can sometimes ignite, rather than appease, social conflict. Constitutionalism may thus further a project of social struggles and emancipation, for it incorporates within its very nucleus the potential for an agonistic version of democracy. In light of the connection between social conflict and constitutionalism, this book explores the conditions for and locations of the former. From the state and the EU to the global level, it considers the role of citizenship, national identities, democracy, power, and ideology, in order to conclude that the state is the only site that satisfies the prerequisites for social conflict. Reclaiming constitutionalism means building a discourse that opens up an emancipatory potential; a potential that, under current conditions, cannot be fulfilled beyond the borders of the state.

Reclaiming Our Children,Reclaiming our Schools offers both a comprehensive censure of the current corporate interest in privatizing public schooling as well as a framework for attaining meaningful education reform based in democracy and the combined will of the public. Using current research and sound philosophical and ethical arguments, Shyman argues for more attention to be paid to teacher expertise, participatory democratic practices, genuine valuation of ethnic and cultural diversity, attention to global citizenship and cooperation, and the prevention of private profit-based interests in public schooling policy and practice. By returning the power of the public school to the public and the true experts, public schools can become the most important tool in securing genuine cultural growth leading to a stronger, safer and more cooperative nation and world.

In Democratic Crossroads, Richard Youngs argues that there are three crises are altering the balance between democratic and authoritarian dynamics around the world: climate change, the Covid-19 pandemic and its economic legacy, and geopolitical conflict. Yet while they add to the strains on democracy, they are also awakening a momentum of democratic resilience and renewal. Youngs argues that without stronger commitments to uphold and improve democratic norms and practices, democracy may not weather these challenges. In a moment of pivotal change, this book highlights key factors that will determine democracy's fortunes in the future.

This book examines the normative principles that guide the governance of education, in particular the notion of education as a public good. Determining whether this concept is still valid is a topic of growing importance, especially considering the phenomena of increasing privatisation and marketisation in the sector. The author posits that the prioritisation of economic aspects of education may lead to the weakening of the role of the State in ensuring equality of opportunity and social justice, and thus to a significant risk of considering education as merely a private, marketable good. The volume argues that considering education as a common good can lead to the strengthening of democratic and participatory approaches to educational governance, based on the recognition of education as a shared endeavour and responsibility. It will be of interest and value to students and scholars of education as a public good, social justice, and the wider neoliberalisation of the education sector.

Introduces the Everyday Peace Indicators as a measurement, diagnostic and evaluation tool and makes an argument for its utility in conflict affected contexts.