DIVSince the end of the Cold War, the assumption among most political theorists has been that as nations develop economically, they will also become more democratic—especially if a vibrant middle class takes root. This assumption underlies the expansion of the European Union and much of American foreign policy, bolstered by such examples as South Korea, the Philippines, Taiwan, and even to some extent Russia. Where democratization has failed or retreated, aberrant conditions take the blame: Islamism, authoritarian Chinese influence, or perhaps the rise of local autocrats./divDIV /divDIVBut what if the failures of democracy are not exceptions? In this thought-provoking study of democratization, Joshua Kurlantzick proposes that the spate of retreating democracies, one after another over the past two decades, is not just a series of exceptions. Instead, it reflects a new and disturbing trend: democracy in worldwide decline. The author investigates the state of democracy in a variety of countries, why the middle class has turned against democracy in some cases, and whether the decline in global democratization is reversible./div

“Council democracy” is a particular form of democratic socialism that strives towards democratic self-governance on the basis of active, free, and associated individuals working cooperatively within a federated council system. Both in political practice and in social theory, “council democracy” has resurfaced periodically in the past, most notably in the interwar period, in the “long 1960s,” and since the turn of the 21st century. This book offers a novel theoretical and methodological approach to the study of “council democracy.” It focuses on the processes that led to the emergence of two of the foundational and most radical instances of “council democratic” movements in Germany during the German Revolution (1918-1919) and in Italy during the biennio rosso (1919-1920). With all their diversities, ambiguities, and shortcomings, these movements, in varying degrees, sought democratic alternatives to autocratic relations, from local to state levels, and to economic relations, from workplace to national levels. The book shows how the processes through which state-led war mobilization transformed the contours of class struggle laid the ground for the emergence of “council democratic” movements with specific characteristics in Germany and Italy and not in the United Kingdom and France.

"Robert A. Slayton's Back of the Yards is one of the finest accounts I have ever read on an urban, working-class neighborhood in twentieth-century America. Its focus on family, politics, and worklife is penetrating and its conclusions reinforce an emerging scholarly picture of ordinary people exercising unique forms of power."—John Bodnar, author of The Transplanted: A History of Immigrants in Urban America

The transition to democracy underway in Latin America since the 1980s has recently witnessed a resurgence of interest in experimenting with new forms of local governance emphasizing more participation by ordinary citizens. The hope is both to foster the spread of democracy and to improve equity in the distribution of resources. While participatory budgeting has been a favorite topic of many scholars studying this new phenomenon, there are many other types of ongoing experiments. In Barrio Democracy in Latin America, Eduardo Canel focuses our attention on the innovative participatory programs launched by the leftist government in Montevideo, Uruguay, in the early 1990s. Based on his extensive ethnographic fieldwork, Canel examines how local activists in three low-income neighborhoods in that city dealt with the opportunities and challenges of implementing democratic practices and building better relationships with sympathetic city officials.

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 is a manual for teachers in Education for Democratic Citizenship (EDC) and Human Rights Education (HRE), EDC/HRE textbook editors and curriculum developers. Nine teaching units of approximately four lessons each focus on key concepts of EDC/HRE. The lesson plans give step-by-step instructions and include student handouts and background information for teachers. In this way, the manual is suited for trainees or beginners in the teaching profession and teachers who are receiving in-service teacher training in EDC/HRE. The complete manual provides a full school year's curriculum for lower secondary classes, but as each unit is also complete in itself, the manual allows great flexibility in use. The objective of EDC/HRE is the active citizen who is willing and able to participate in the democratic community. Therefore EDC/HRE strongly emphasize action and task-based learning.

Pierre Bourdieu was a brilliant sociologist and social thinker; he was also an intensely political man whose work is of profound significance for rethinking democracy. This original volume presents and develops Bourdieu's distinctive contribution to the theory and practice of democratic politics. It explicates and illustrates his core concepts of political field and field of power, his historical model of the bureaucratic state, and his influential analyses of the practices and institutions involved in the paradoxical phenomenon of political representation - starting with the enigma of delegation, or what he called the "mystery of ministry." The fruitfulness of Bourdieu's approach is demonstrated in a series of integrated studies of voting, public opinion polls, party dynamics, class rule, and state-building, as well as by careful analyses of Bourdieu's own civic engagements and his theoretical treatment of the politics of reason and recognition in contemporary society. Charting the connections between Bourdieu's political views, the main nodes of his sociology of democratic representation, and the implications of this sociology for progressive civic thought and action, this book will be of interest to students and scholars across the gamut of disciplines as well as to citizens concerned with renewing struggles for social justice.