Search

This paper is a written dialogue among four activists from the Emancipa Popular Education Movement in Brazil, following the principles of Freirean pedagogy as a "circle of culture." It delves into how "popular knowledge can be experienced as popular power," narrating the history, struggles, and strategies employed by the Emancipa movement in their pursuit of democratizing Brazilian universities. The discussion is set within the context of Latin American structural inequalities and the issue of educational exclusion in Brazil. It emphasizes the vital role of contesting culture and knowledge as part of the movement's fight against social injustices perpetuated by peripheral capitalism, including racist violence and gender oppression. The paper adopts emancipatory pedagogy as the method to empower and mobilize grassroots efforts in this transformative endeavour.

Inequality and injustice in education have been viewed from the perspective of social justice. Since the emergence of John Rawls's "A Theory of Justice," social justice issues have attracted the attention of social and political philosophers. Theoretical consequences of social and political philosophy have been actively incorporated into the field of education. However, the issue of educational justice remains controversial and requires further philosophical consideration. To further philosophical consideration, this paper explores how the class or the classroom can generate space and time for democracy, by focusing on the educational specificity of the classroom community, which is called 'Gakkyu' in Japanese. Social justice in education is not only a policy issue, but also a practical issue which should be tackled in the classroom. Rethinking the ways of democracy to face conflicts arising due to differences and equality of children in the classroom is an important method of bridging social justice and education. In this paper, the following question will be explored: how classroom democracy can be nurtured and the classroom community transformed into a democratic place where children from various background and experiences gather and learn from each other.

This paper initiates a novel discourse advocating for the anti-colonization of religious education (RE) in Africa South of the Sahara (ASoS). It illustrates how anti-colonial critiques can not only offer more precise theoretical perspectives but also generate a practical imperative for a paradigm shift in a school subject "still" influenced by what I have labeled as the neocoloniality of power. In some countries, attempts to decolonize RE through multi-faithism are being forsaken, reverting the subject to the Christonormativity of the colonial era. The paper contends that the process of reconceptualizing RE with an anti-colonial mindset should inspire innovative ideas for an anti-colonized RE aligned with the educational goals in an African postcolonial environment.

This paper seeks to address the wider questions of populism and its seeming contemporary rise within the specific context of the Philippines, regarding education. Starting from the assumption that neither politics nor education sits above cultures or spaces autonomously acting upon them but instead emerges with/because/against particularities; after a brief overview of populism, I explore the conceptual characteristics in context. This is informed from my own experiences of living and researching in the Philippines, including experience of the Mindanao conflict but also the failure of liberalism in the Philippines more generally, the failure of western education to 'develop' the nation and the reactions that led to the populists rise of Duterte. The paper offers an understanding of the complexities of populism and offers some hope to how education can meet the challenge through a specific example of critical participatory community education.

At a time when there are renewed expressions of concern about how our societies are organised and the health of our democracies, this paper focuses on the role of education in a democracy. Informed by John Dewey's and Martin Buber's accounts of what it is to be educated, and Homi Bhabha's concept of third space work, the paper presents the case for a progressive education for democratic citizenship. Adopting an ethnologically-informed approach, the paper provides an in-depth look at two Catalan and two English schools, focussing on the ways in which they look to provide a democracy enabling education. The findings reveal how and why mutual cooperation, collaboration and dialogue in relationships are key elements in the modelling of an education for democratic citizenship.

Is assessment a top-down bureaucratic mandate, an undertaking that seems to have little to do with improving practice, an inauthentic activity that frustrates and disempowers, an afterthought? Or is it a process embraced and enacted together by all stakeholders as a means to learn and grow and enact change in the world? The authors of the "Democratically Engaged Assessment White Paper" (Bandy et al. 2018) believe that although the former is all too common, the latter is both possible and increasingly experienced. According to those authors, assessment--especially but not exclusively in the context of community-campus engagement--can and should be "a transformative process that involves all stakeholders in values-engaged exploration of the processes, relationships, and results of their collaborative work to reshape and renew public life" (p. 5). The members of the Assessment Team in the University of Richmond's Bonner Center for Civic Engagement (CCE) agree, and in seeking to respond to the white paper's call, have spent the past two years immersed in an exploration of assessment understood in these terms. The following sections summarize the context for undertaking DEA, share the first year of experience with it, and offer key take-aways that the authors hope will be helpful for others seeking to undertake a similar approach to assessment.

This paper presents a dilemmatic approach to democratic school leadership and governance (DSL). Rather than viewing dilemmas and inner tensions as debilitating democratic governance, a dilemmatic approach views tensions between core values as a defining feature of DSL. A dilemmatic approach differs from central views in the field by regarding DSL as a variable mode of democratic governance, characterized by a dynamic movement across democratic models. After discussing prominent views in the DSL literature, the paper concludes with a discussion of the principles that assist in elaborating the mechanism activating the movement among different modes of DSL.

What do pupils learn from bilingual interventions of civic education? This paper addresses this question by analyzing survey responses of 301 pupils who participated in a bilingual role-play about a televised debate on the 2022 French presidential election in French foreign language classes. The study shows, first, that the intervention significantly strengthened the specific interest in the election campaign. Second, both internal efficacy and subjective knowledge increased, as did, third, pupils' actual knowledge about the election. Fourth, it appears that the pupils were able to sharpen their understanding of French political culture. However, it should also be noted that all other constructs that can be attributed to intercultural learning did not experience any changes as a result of participation in the intervention. This is also true for participants' general interest in politics, basal and advanced participation intentions, and external efficacy. I identify subjective knowledge about the French presidential election, internal efficacy, advanced participation intentions, and pupils' cultural self-reflexivity as key drivers for strengthening intercultural understanding about the French political culture. Our paper concludes by discussing the limitations of the study and its implications for empirical research and practice in bilingual civic education.

This article focuses on civic education and the constitution of subjects within a complex landscape of peace and war making in Colombia. Using a genealogical approach to study the manufacturing of citizens, and drawing on a document analysis of policies, curricular guidelines, and teaching resources, this paper evidences an increasing attention to students' skills, conducts, and interpersonal relations, rather than structural inequality and injustice. Through the examination of the "integral citizen," I argue that the development of students as skillful civic subjects has become central to the aspiration of building and sustaining peace and democracy. Such citizens are described as individually embodying the virtues and skills of problem-solving, conflict-management, autonomy, and self-regulation of emotions. This research adds to our understanding of the construction of the ideal citizen in conflict-affected settings, and how education policy intersects with larger efforts for meaningful and sustained change.

This paper advocates for the integration of the 'sociological imagination', as proposed by the sociologist C. Wright Mills, into pedagogical practices to foster inclusive and democratic classrooms. Departing from narrow evidence-based approaches, it explores how the sociological imagination connects personal experiences with broader societal structures, enhancing critical thinking and social awareness among students. Practical strategies for implementation across diverse subjects are discussed, emphasising its potential to empower school-age students as agents of social change amidst contemporary challenges.

Information has been omnipresent and all-powerful for almost two centuries, and now possesses sophisticated and invasive means of imposing itself and creating opinion. It was crucial in the Enlightenment and in the preparation of the French Revolution by the intellectual and bourgeois elites. Its characteristic is to be the opposite of intangible truths, to be moving, malleable and adaptable. It is the new replacing the old. It is bracketed by history, because it ignores tradition and no longer needs the past. The creation of opinion in the 18th century introduced a concept of freedom that in fact conceals totalitarianism. People are told what to think. Information is a weapon against all forms of personal reflection and inner life. It imposes itself and imposes, making it impossible to distance oneself. It even kills the democracy it boasts about.

This paper has as its focus the life and thinking of the educational theorist and schoolmaster J. H. Simpson (1883-1959), who was not only a reforming teacher at Rugby School but was also the first headmaster of the progressive Rendcomb College. His ideas around education were outlined in a number of books. At the heart of his thinking lay concerns around democracy and self-government and the article explores how these were enacted at various points of Simpson's life with a particular focus upon his work until 1932. Attention will be paid to how his thinking evolved, moving from simple democracy in the classroom to wider decision-making within an entire school. Linked to these concerns were a number of curricular initiatives that sought to offer a point of contrast to more traditional public schools. The article will conclude by attempting to offer consideration of the legacy of Simpson's ideas.

This paper presents a theoretical exploration of the relationship between imagination, cognition and metacognition, conceptualised within "emergent models." These models are offered to enable dialogue and tools to understand and support imagination in education practice, through the presence of ever-transforming theory, conceived as emergent phenomena. The models are arrived at theoretically and pragmatically, drawing on evolutionary, philosophical, psychological and art paradigms. They demonstrate a fundamental relationship between cognition, metacognition and imagination. A major conclusion is that to nurture thinking, we should perceive and develop imagination as a fundamental aspect of thought, as opposed to often regarding it as a magical force. Of special importance is the necessity for and prominence of imagination in metacognition, given the strong evidence that metacognition supports achievement and attainment. Through its fundamental relationship with metacognition, imagination increases our capacity to learn, enables personal and potentially, democratic capacity.

This paper offers the intellectual goals and content that guided a National Endowment for the Humanities (NEH) K-12 Summer Institute entitled "The Role of Geographic Mobility in the African American Freedom Struggle." Readers are provided background and concepts for exploring Black geographies of mobility in classrooms. Geographic mobility is a core democratic principle important to understanding the African American Freedom Struggle and the politics of mobility, a recognition that the very dynamics of where, when, and how we move is a product of the exercise of social power and the distribution of rights. Institute teachers worked to develop content expertise and knowledge necessary to answer three major questions: (1) In what ways has geographic mobility been used as a means of racial control and exclusion against African Americans? (2) In what ways have African Americans used geographic mobility as a form of resistance, resilience, and world-making? (3) In what ways have racialized mobility patterns and practices shaped U.S. landscapes and people's experiences, well-being, and vulnerability in those places?

Drawing upon a long-term study of venture philanthropy and public schools in Australia, this paper focuses on Teach For Australia (TFA) as a major component of a venture philanthropic network, one that builds critical infrastructures and connections between non-government organisations and the state, creating a product pipeline into public schools. Utilising interviews with staff from Teach For Australia and venture philanthropic organisations, comprehensive and rigorous financial data, reviews, reports and website data, the analysis aims to identify the major philanthropic funders, individual actors and private foundations that leverage Teach For Australia, illustrating how this network develops for-profit pathways into public schools. In pushing a deficit framing of public schools, these networks incur privatisation effects, including flows of money, resources and key decision-making. They compromise the democratic principles upon which public schools are ideally based, in that the most disadvantaged public schools are opened up to 'entrepreneurial' and risk-taking corporate behaviour to test out teachers, products and services. By examining streams of revenue, partnerships and networks, we show how the purportedly non-profit Teach For Australia develops for-profit opportunities and business partnerships nested in corporate philanthropy, resulting in a privatisation effect on public schools.

The main theories of the thriving field of study of public policies have been formulated at institutions of developed countries, mostly by the American academy, based on the particular conditions of policy-making processes of their own country. However, its heuristic premises are considered, initially, as universal and are used extensively in teaching and academic studies around the world. This paper examines the complexities derived from the application of such predominant theoretical approaches to the study and teaching of public policies that are implemented in Latin American countries. Based on an extensive use of specialized literature, 10 public policy variables are identified and organized into two dimensions, one institutional and the other procedural. It is argued that the values of these variables in the countries of this region differ significantly from those observed in the United States, which reveals the explanatory shortcomings of those approaches to account for the particular modalities of public policymaking in these countries.

In two different occasions in the twentieth century John Dewey and Maxine Greene stressed the point that educators should attend to 'what the known demands of us'. Following this dictum, from a critical perspective and with a constructive pedagogical spirit, in this paper we portray a new paradigm for values education that addresses the major challenges to the sustainable futures of young people in the third decade of the twenty first century as well as proposing transformative and empowering educational strategies. Employing the terminology of sustainability in its wider sense, we begin with a widely acknowledged diagnosis of the five major global risks -- interconnected and interdependent -- that endanger the sustainable future of humanity and nature: environmental, political, social, health, and cultural. We then move to suggest a constructive solution, proposing three conceptual pillars for repairing the world and laying foundation for a thriving sustainable future: (a) Ecohumanism as the paradigm for values education -- merging the humanist concern for human dignity, social justice and democracy with the ecological concern for climate stability, biodiversity and environmental sustainability; (b) education of democratic personality and for democratic culture that is holistic and transformative; and (c) a threefold notion of activist pedagogy that addresses the element of cultivating personal agency, empowering political literacy and agency, and engaging students in experiential, holistic, and active teaching-learning experiences.

This article focuses on Fatima Jinnah's politics in postcolonial Pakistan. Widely hailed as the 'Mother of the Nation' in contemporary Pakistan, Fatima Jinnah harbours immense symbolic significance. Her patriotism, however, came furiously under question when she campaigned against the military dictator Ayub Khan in the 1965 presidential election. Using unexplored Fatima Jinnah papers, this article reconstructs the story of the election. It argues that the figure of Fatima Jinnah needs to be firmly placed outside the reductive epithets of 'mother' and 'sister' to underscore her political agency. It unpacks her campaign to show how her advocacy for democracy contested Ayub Khan's interpretation of Pakistan's ideology. Ultimately, her politics of dissent saw her branded a traitor and became the battleground for questions of gender, Islam and political rights. This election deepens our understanding of women leaders in postcolonial Pakistan and South Asia. [ABSTRACT FROM AUTHOR]

The United States of America (US) committed nearly $1.4 billion in foreign assistance to Tunisia in support of its democratic transition and transitional justice process between 2011 and 2020. This paper seeks to identify and assess the ideational frameworks guiding the distribution of US assistance, and influencing US foreign policy behavior, throughout the democratization and transitional justice period in Tunisia. It provides considerable evidence showcasing the existence of two prevalent schools of thought in US policymaking circles: The first school believes that the US invested in the notion of Pacted Transitions, which advocates for rapid transitions through political compromise and power-sharing mechanisms without necessarily promoting grassroots democratic reform. This can indirectly explain the US emphasis on security sector assistance and the relative marginalization of transitional justice objectives mainly in terms of institutional vetting, lustration, and reform. The second school puts forward a Democracy Reduction Critique, arguing instead that US policymakers fell for the electoral democracy fallacy and fetishized the role of civil society. This paper critically accounts for both schools and argues that they represent two sides of the same coin. [ABSTRACT FROM AUTHOR]

Democratic legitimacy is essential for democratic stability, as democracies rely on citizen support to survive. However, perceived legitimacy gaps can also be an important catalyst for change and potential democratic renewal, begging the question when challenges to legitimacy become problematic for democratic survival. Easton distinguished between citizen support for political authorities and the political system, and argued that if support for political authorities declined, such declining support could either be resolved by the current political authorities changing course, or by citizens electing new political authorities at the next elections. However, if dissatisfaction with political authorities would not be resolved, lacking support had the potential to eventually "spill-over" and undermine support for the political system as a whole. In most empirical research on legitimacy, the assumption is that such "spill-over" is visible only if declining levels of political trust and satisfaction with democracy start to undermine support for democracy as a political system. In this paper, we argue that "spillover" can also manifest in a different way: through the politicization of political support. When politics is no longer (only) about substantive policy decisions, but rather (increasingly) about the system itself, agreement on the rules of the game, or even on democracy as "the only game in town", is no longer self-evident. In this paper we further develop our theoretical argument about the connection between legitimacy and politicisation, and argue that European democracies appear to experience growing politicization of political support, in terms of the association of political support with citizens' substantive issue positions and voting behaviour. The paper demonstrates empirical evidence of such politicization of political support in 17 European democracies with European Social Survey data from 2002-2022. The paper concludes by reflecting on the implications of the politicization of political support for democratic stability and renewal. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) policy, innovation, and practice are moving ahead in rapid fashion. There is a growing mismatch between technological innovations in AI, which are advancing at a rapid rate, and normative and regulatory frameworks, which are lagging, particularly when it comes to protecting democratic values and human rights principles. National governments and multilateral institutions are attempting to catch up. At least 175 countries, firms and other organizations have produced documents listing ethical principles for AI. These efforts have proceeded in a somewhat fragmented manner, yet there are emerging signs of consolidation as the United States, Europe, and other countries begin to coalesce around shared principles. Europe, in particular, has raced ahead to draft comprehensive legislation, the Artificial Intelligence Act (AIA), to oversee these technologies and systems. What has motivated the European Union to pursue this approach? And how will this effort influence AI norms globally? This paper describes how Europe's AI norm-building process represents an effort to ensure EU priorities are reflected in the AI governance landscape. Europe's approach faces uncertainty. While it is likely that the AIA will meaningfully influence global AI norms, several factors may hinder its global diffusion and adoption. [ABSTRACT FROM AUTHOR]

This paper presents some graph-theoretic conditions for a democratic system controlled by a social network to converge to a regressive or progressive system over time. The democratic system is modeled as a finite state automaton, and a social network of agents is modeled as a directed graph. Agents are controllers making decisions to enable or disable events such that their objectives are to be met. Based on the individual decisions of agents, the final decision is made by the majority rule. Specifically, the conditions obtained imply two strategies for the groups of regressive or progressive agents to achieve their objectives: one is to prevent informed agents in other groups from influencing uninformed agents, and the other is to make at least one uninformed agent in every cycle follow the decisions of the group. [ABSTRACT FROM AUTHOR]

Professor R.B. Bernstein was a legal historian with a J.D. from Harvard Law School who taught at the Colin Powell School for Civic and Global Leadership at City College of New York and New York Law School. He presented the paper below on Professor Felix Frankfurter's The Public and Its Government, published in 1930. A little more than two months after the conference, sadly, Professor Bernstein passed. His brother Steven Bernstein provided the Touro Law Review with the draft of the paper that Professor Bernstein was preparing to submit for publication. We have added footnotes and made only minor revisions. It is our honor and privilege to publish Professor Bernstein's paper. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Political Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Empresa y Humanismo is the property of Servicio de Publicaciones de la Universidad de Navarra, S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aims to explore female resistance against patriarchy in Margret Atwood’s The Testaments (2019), specifically focusing on themes of governance and sustainability. Incorporating methodology of Anarcha-Feminism and the concept of paradigm shift, it puts focus on the ways these women adopt to fight against the patriarchal system and the measures they took to work for gaining justice. Theorists from past and present indicate continuous, mass struggle, even in 21st century. The female characters of Atwood’s novels fight authoritarian regime through developing sisterhood, by creating space for liberation, by influencing the system and by developing counter-knowledges that weakens and challenges state narratives and state-authorized histories. Through the exploration of several resistive forms, this research breaks new ground on feminist studies and women’s writing, incorporating discussions societal change. It is recommended that policy makers prioritize initiatives promoting feminist political theory, providing strategies to dismantle authoritarianism and promote gender equality, democracy, and human rights globally. [ABSTRACT FROM AUTHOR]

In political discourse, it is common to claim that non-majoritarian institutions are legitimate because they are technical and value-free. Even though most analysts disagree, many arguments for non-majoritarian legitimacy rest on claims that work best if institutions are, in fact, value-free. This paper develops a novel standard for non-majoritarian legitimacy. It builds on the rich debate over the value-free ideal in philosophy of science, which has not, so far, been applied systematically to political theory literature on non-majoritarian institutions. This paper suggests that the argument from inductive risk, a strong argument against the value-free ideal, (1) shows why a naive claim to value freedom is a poor general foundation for non-majoritarian legitimacy; (2) provides a device to assess the degree of democratic value inputs required for an institution to be legitimate; which (3) shows the conditions under which a claim to technical legitimacy might still be normatively acceptable. [ABSTRACT FROM AUTHOR]

In response to ongoing processes of decentralization, municipalities across European countries have been part of extensive municipal amalgamations, have engaged in ever-expanding inter-municipal collaborations, or have experienced both reforms. While amalgamations are usually negatively assessed by citizens, we still lack knowledge on the democratic performance of inter-municipal partnerships. This paper provides an assessment of the day-to-day functioning of inter-municipal partnerships in the Netherlands, a country in which the combination of trends is most clearly visible. Based on semi-structured interviews with politicians and civil servants active in the boards of inter-municipal organizations, the paper confirms the lack of democratic oversight on inter-municipal partnerships. However, the analysis also highlights three other, so far underestimated problems of these partnerships: their lack of transparency, the multiplication of roles by board members, and the prevalence of informal networks. In combination, these findings reveal that inter-municipal collaboration results in a considerable democratic deficit. [ABSTRACT FROM AUTHOR]

Despite numerous efforts by policymakers, trade among African countries remains abysmal. In this paper, we investigate whether democracy influences intra-Africa trade of goods. Using the gravity model on bilateral trade among 48 Sub-Sahara African countries over the period 2000 to 2018, we find that democracy fosters intra-Africa goods trade. This effect is more pronounced in the manufacturing sector. Reversals to autocracy, however, adversely impact intra-Africa trade flows. Our paper therefore highlights democratic development as an important channel for accelerating trade among African countries. [ABSTRACT FROM AUTHOR]

Examining the entanglement of democracy and social justice in education and the relationship to social mobility, this paper critiques the individualising nature of social mobility in policy discourse as inimical to human flourishing and education as a public good. The rhetoric of social mobility which responsibilises individuals for their success, without due regard to the systemic changes needed to enable this and the societal barriers to social mobility experienced disproportionately by some groups in society, is detrimental to social justice. A conception of education as a pathway to social mobility must be located in a wider vision of civic engagement in a more inclusive and fairer society. Yet civic engagement in education at the local level has been eroded, as illustrated in this paper by the example of an evolving model of school governance in England. As a corporatist, market driven reform, this model exemplifies how local democratic ties between schools and engagement with their communities can be undermined. Social mobility to enable opportunities, access and participation in democratic civic society becomes a fantasy when society is riven with systemic inequalities, lacks the necessary conditions to enable human flourishing and links to community engagement in education for democratic renewal are downplayed. [ABSTRACT FROM AUTHOR]

In this paper, we are interested in how ethnographic research can contribute to the promotion of public deliberation. We do not use ethnography only to study deliberative processes but rather we intend to interpret ethnographic research as a social practice, and we research conditions under which ethnographic research might have deliberative consequences. The paper summarizes the results of the multidisciplinary research project Stories of Drought, which combines natural and social sciences in its approach. The project aims to understand how people in Czech rural areas respond to localized effects of climate change, especially drought. Following a systemic approach to deliberative democracy, we study how ethnography contributes to fulfilling three deliberative functions: (1) the epistemic function; (2) the ethical function and (3) the democratic function. In the context of irrigation disputes in South Moravia, we map the arguments of main actors and critical tensions in local discourses. We conclude that ethnographic research, due to its hybrid position between different sources of knowledge, its institutionally recognized expertise and its ability to establish an ethnographer as a trustworthy actor, can outweigh local critical power imbalances blocking deliberative capacity in local policy systems. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The year 2023 in Israel started with illiberal constitutional change efforts by the new right-wing government and concluded with a brutal attack by Hamas terrorists and the subsequent war. Both occurrences galvanized two massive surges of civil society activism. The first was a mass protest that impeded the government's undemocratic legislation. The second was a large- scale mobilization to support a variety of populations affected by the war, providing services and goods that supplanted the failed governmental crisis response. Using a Serving Elite perspective and elaborating on this concept in the Israeli context, the paper analyzes the organizations that transitioned overnight from protest to service delivery. While these are two known roles played by civil society in general, such a transition from protest to support within the same organization is unusual, if at all existent. The paper analyses nineteen (19) in-depth interviews with leaders of 10 prominent organizations active in the protest and the aid phases. It explores their participants, forms of organizing, activities, ideologies, and interconnections, particularly emphasizing the transition. Thematic analysis of the interviews revealed the emergence of a new Serving Elite in the making, liberal in orientation, and developed during the crises. This perspective provides an opportunity to highlight processes deeply embedded in Israel's social, political, and cultural landscapes, changing elites and power relations, and Israel's culture of entrepreneurship. It also provides a framework for analyses of serving elites in other countries. [ABSTRACT FROM AUTHOR]

The history of the institutionalised cooperation in Europe now looks back to more than seven decades. What differentiates this cooperation from other international organisations is the common heritage and destiny the European countries share and the community they have found in a high level of integration. However, since the very beginning of this cooperation, there have been debates about the best method and way to express common European positions. Part of this debate is the question of the democratic legitimacy of the Union institutions. As it is set out in Article 2 of the Treaty of the European Union, democracy is not only a fundamental value of the Member States, but also an expectation towards the European Union. Even though the institutional setting of the European democracy has gone a long way in the past seven decades, the question of democratic legitimacy is still being one of the key subjects and future challenges within the framework of the currently ongoing discussions on the future of Europe. There is no shortage of reform proposals, nevertheless, the main debate has been rather one-sided as it envisions only one avenue to decrease the so-called “democratic deficit” and strengthen the European policy space. What is the function of democracy in the context of the European integration and how can it represent a European position or serve as a check over the Union institutions? What institutions could be able to create a bridge between the peoples of the Member States and the European institutions? This paper seeks to outline the different responses to these questions. To this end, it outlines the theoretical background and institutional evolution of democratic legitimacy in the European integration while seeks to evaluate the current proposals and envision the alternative ones. [ABSTRACT FROM AUTHOR]

Districted proportional systems give an edge to right-wing parties that are more popular in rural areas where district magnitude is small and large parties are mechanically advantaged. In this paper, we explore the role played by voters in this bias by looking at how ideology correlates with strategic voting. We analyze survey data from 44 elections in Western Europe and find that left-wing voters are more likely to support a party that is not viable (p < 0.01), but once in this position they seem less likely to desert this party for one that is viable (p < 0.1). Further, we find that this pattern is likely driven by the intensity of partisan preferences as left-wing voters are on average more attached to their favorite party and thus more reluctant to desert it (p < 0.01). Our study thus demonstrates that the psychological effect of districted proportional systems amplifies the mechanical one in advanced industrial democracies. [ABSTRACT FROM AUTHOR]