Traditionally, American government has created detailed, formal procedures to ensure that its agencies and employees are accountable for finances and fairness. Now in the interest of improved performance, we are asking our front-line workers to be more responsive, we are urging our middle managers to be innovative, and we are exhorting our public executives to be entrepreneurial. Yet what is the theory of democratic accountability that empowers public employees to exercise such discretion while still ensuring that we remain a government of laws? How can government be responsive to the needs of individual citizens and still remain accountable to the entire polity? In Rethinking Democratic Accountability, Robert D. Behn examines the ambiguities, contradictions, and inadequacies in our current systems of accountability for finances, fairness, and performance. Weaving wry observations with political theory, Behn suggests a new model of accountability—with "compacts of collective, mutual responsibility"—to address new paradigms for public management.

This volume traces the roots of the constructivist turn in the distinct (and competing) traditions of Continental and Anglo-American Western political thought. Divided into three thematic parts, these 13 newly commissioned essays develop the constructivist turn as a central concept. They advance the insight that there can be no democratic politics without representation; constituencies or groups exist as agents of democratic politics only insofar as they are represented.

"1. The book offers teacher educators and stakeholders an overview of accountability in the era of education reform and embraces teacher education accountability as a lever for reconstructing its targets, purposes, and consequences in keeping with the larger democratic project. 2. The book introduces a framework, eight dimensions of accountability, for interrogating dimensions of accountability policy and practice by revealing an accountability initiative's operation but also exposing underlying values and principles, theory of change, and relationship to larger political and policy agendas. 3. Using the authors' framework, eight dimensions of accountability, the book deconstructs four of the most visible education reform initiatives relevant to teacher educators and education stakeholders. The book proposes a rallying call to teacher educators and stakeholders to reclaim accountability using a new approach: democratic accountability in teacher education" --

Why do vote-suppression efforts sometimes fail? Why does police repression of demonstrators sometimes turn localized protests into massive, national movements? How do politicians and activists manipulate people's emotions to get them involved? The authors of Why Bother? offer a new theory of why people take part in collective action in politics, and test it in the contexts of voting and protesting. They develop the idea that just as there are costs of participation in politics, there are also costs of abstention - intrinsic and psychological but no less real. That abstention can be psychically costly helps explain real-world patterns that are anomalies for existing theories, such as that sometimes increases in costs of participation are followed by more participation, not less. The book draws on a wealth of survey data, interviews, and experimental results from a range of countries, including the United States, Britain, Brazil, Sweden, and Turkey.

A study of patronage politics and the persistence of clientelism across a range of countries.

In a staunch defense of the possibility for meaningful and profound democratic decision making, Lewin finds that, not only do political leaders exert enough control to be assigned responsibility, but also that the meaning of a functioning democracy requires the people to hold their leaders accountable.

This powerful collection from the groundbreaking Rethinking Schools magazine takes high-stakes standardized tests to task. Despite overwhelming evidence that the tests are invalid ways to measure teaching and learning -- and continuing signs of their unjust effects on students and teachers -- "reformers" and policymakers continue to force high-stakes tests into the public schools. Through articles that provide thoughtful and emotional critiques from the frontlines of education, Pencils Down deconstructs the damage that standardized tests wreak on our education system and the human beings that populate it. Better yet, it offers visionary forms of assessment that are not only more authentic, but also more democratic, fair, and accurate.