International Perspectives On Contemporary Democracy

Democracy enjoys unparalleled prestige at the beginning of the twenty-first century as a form of government. Some of the world's most prosperous nations are democracies, and an array of nations in Europe, Africa, and South America have adopted the system. This globalization has also met resistance and provoked concerns about international power exerted by institutions and elites that are beyond the control of existing democratic institutions. In this volume, leading scholars of democracy engage the key questions about how far and how fast democracy can spread, and how international agencies and international cooperation uneasily affect national democracies. At first glance, the efforts of intergovernmental organizations to intervene in a nation's governance seem anything but democratic to that nation. The contributors demonstrate why democracy has been so attractive and so successful, but are also candid about what limits it may reach, and why. Contributors are Lisa Anderson, Larry Diamond, Zachary Elkins, John R. Freeman, Brian J. Gaines, James H. Kuklinski, Peter F. Nardulli, Melissa A. Orlie, Buddy Peyton, Paul J. Quirk, Wendy Rahn, Bruce Russett, and Beth Simmons.

In looking at the remarkable proliferation of democracies since 1974, this volume offers important insight into the challenges and opportunities that democracy faces in the twenty-first century. Distinguished contributors detail difficulties that democracies face from within and how they deal with them. Among the contemporary threats to democracy emanating from internal sources are tensions arising over technology and its uses; ethnic, religious, and racial distinctions; and disparate access to resources, education, and employment. A democratically elected government can behave more or less democratically, even when controlling access to information, using legal authority to aid or intimidate, and applying resources to shape the conditions for the next election. With elections recently disputed in the United States, Mexico, Lebanon, and the Ukraine, debates about the future of democracy are inescapably debates about what kind of democracy is desired. Contributors are W. Lance Bennett, Bruce Bimber, Jon Fraenkel, Brian J. Gaines, Bernard Grofman, Wayne V. McIntosh, Peter F. Nardulli, Mark Q. Sawyer, Stephen Simon, Paul M. Sniderman, and Jack Snyder.

This collection establishes a highly topical, new, international field of study: that of gender, education and citizenship. It brings together for the first time important cutting-edge research on the contribution of the educational system to the formation of male and female citizens. It shows how gender relations operate behind apparently neutral concepts of liberal democratic citizenship and citizenship education. The editors asked leading international educationalists to describe the theoretical frameworks and methodologies they used to research gender and citizenship. Challenging Democracy suggests ways in which the educational system could help develop genuinely inclusive democratic societies in which men and women play an equal role in shaping the meaning of citizenship.

International Perspectives on Pragmatism combines, in a very appealing manner, a pragmatist approach of democracy with practical politics and history of ideas. The result is a meditation on contemporary society, while in the background there is a continuous debate on the concept of democracy, as defining mark of Western culture. Both its critics and its supporters talk about a decay of democracy, which would not justify an idealist perspective anymore. Arguments for this transpire from both the practical politics section of the volume, as well as from the second part that focuses more on the theoretical side of the discussion on democracy. On a more practical direction, there are contributors maintaining the idea that democracy is corrupt (and examples from today’s world are offered), while the theoretical perspective brings up the Rortian view, manifested through the well-known debate between the foundationalist and the anti-foundationalist perspectives. There’s also a very interesting debate on community and art, from a pragmatist point of view, which offers the volume a special serenity.

Democracy is increasingly seen as the only legitimate form of government, but few people would regard international relations as governed according to democratic principles. Can this lack of global democracy be justified? Which models of global politics should contemporary democrats endorse and which should they reject? What are the most promising pathways to global democratic change? To what extent does the extension of democracy from the national to the international level require a radical rethinking of what democratic institutions should be? This book answers these questions by providing a sustained dialogue between scholars of political theory, international law and empirical social science. By presenting a broad range of views by prominent scholars, it offers an in-depth analysis of one of the key challenges of our century: globalizing democracy and democratizing globalization.

"Democracy is increasingly seen as the only legitimate form of government, but few people would regard international relations as governed according to democratic principles. Can this lack of global democracy be justified? Which models of global politics should contemporary democrats endorse and which should they reject? What are the most promising pathways to global democratic change? To what extent does the extension of democracy from the national to the international level require a radical rethinking of what democratic institutions should be? This book answers these questions by providing a sustained dialogue between scholars of political theory, international law, and empirical social science. By presenting a broad range of views by prominent scholars, it offers an in-depth analysis of one of the key challenges of our century: globalizing democracy and democratizing globalization"--

Law, politics, and society in the modern West have been marked by the increasing power of the judge: the development of constitutional justice, the evolution of international judiciaries, and judicial systems that extend even further into social life. Judges make decisions that not only enforce the law, but also codify the values of our times. In the summer of 2000, an esteemed group of judges and legal scholars met in Provence, France, to consider the role of the judge in modern society. They included Robert Badinter, former president of the Constitutional Council in France; Stephen Breyer, Justice of the Supreme Court of the United States; Antonio Cassese, the first president of the International Criminal Tribunal for the former Yugoslavia; Dieter Grimm, former vice president of the Constitutional Court of Germany; Gil Carlos Rodriguez, president of the Court of Justice of the European Union; and Ronald Dworkin, formerly of Oxford University, now professor of philosophy and law at the New York University Law School. What followed was an animated discussion ranging from the influence of the media on the judiciary to the development of an international criminal law to the judge's consideration of the judge's own role. Judges in Contemporary Democracy offers a rare and intimate glimpse into the powers and the role of judges in today's society.

New Perspectives on Education for Democracy brings together diverse communities of education research in an innovative way to develop a nuanced understanding of the relationship between education and democracy. This book synthesises a range of theoretical, conceptual, and empirical approaches to address the complex challenges faced by young people and societies in the 21st century. Each chapter provides accounts of local democratic encounters in education, while engaging with global debates and issues, such as de-democratisation and growing social, economic, and educational inequality. This book presents new ways of thinking about democracy, local–global enactments of democracy through teaching and learning, and future thinking for a new era of democracy. This book will be relevant for educators, researchers, and policymakers who are interested in educational sociology, critical pedagogy, and democratic education.