As we approach the fiftieth anniversary of Brown v. Board of Education (1954), it is important to consider the historical struggles that led to this groundbreaking decision. Four years earlier in Texas, the Sweatt v. Painter decision allowed blacks access to the University of Texas's law school for the first time. Amilcar Shabazz shows that the development of black higher education in Texas--which has historically had one of the largest state college and university systems in the South--played a pivotal role in the challenge to Jim Crow education. Shabazz begins with the creation of the Texas University Movement in the 1880s to lobby for equal access to the full range of graduate and professional education through a first-class university for African Americans. He traces the philosophical, legal, and grassroots components of the later campaign to open all Texas colleges and universities to black students, showing the complex range of strategies and the diversity of ideology and methodology on the part of black activists and intellectuals working to promote educational equality. Shabazz credits the efforts of blacks who fought for change by demanding better resources for segregated black colleges in the years before Brown, showing how crucial groundwork for nationwide desegregation was laid in the state of Texas.

In Advancing Democracy Abroad, McFaul explains how democracy provides a more accountable system of government, greater economic prosperity, and better security compared with other systems of government. He then shows how Americans have benefited from the advance of democracy abroad in the past, and speculates about security, economic, and moral benefits for the United States from potential democratic gains around the world.

This book explores the diversity of American roles in such cross-cultural engagement in education for democracy, both within the United States and around the world. Cross-cultural engagement in education for democracy inevitably bears the impressions of each culture involved and the dynamics among them. Even high-priority, well-funded U.S. government programs are neither monolithic nor deterministic in their own right, but are rather reshaped, adapted to their contexts, and appropriated by their partners. These partners are sometimes called recipients, although that label is problematic. “Recipient” both gives a misleading impression that partners are relatively passive in the overall process, and its use is a reflection of some outside donors’ or experts’ stance that they are delivering goods or expertise. The authors of these chapters pay close attention to the cultures, contexts, structures, people, and processes involved in education for democracy. Woven throughout this volume’s qualitative studies are the notions that contacts between powers and cultures are complex and situated, that agency matters, that local meanings play a critical role in the dynamic exchange of peoples and ideas. The authors span an array of fields that concern themselves with understanding languages, cultures, institutions, the close view of daily life, and the broad horizon of the past that shapes the present: history,anthropology, literacy studies, policy analysis, political science, and journalism. Together, these 10 chapters provide a rich sampling of the diverse contexts and ways in which American ideas, practices, and policies of education for democracy are spread, encountered, appropriated, rejected, or embraced around the world. While not meant to provide a complete or systematic overview of the American influence on education for democracy around the world, the volume nevertheless introduces concepts, identifies processes, notes obstacles and challenges, and reveals common themes that can help us to understand American influence on education for democracy more clearly, wherever it occurs.

This book constitutes the refereed proceedings of the Joint International Conference on Electronic Government and the Information Systems Perspective, and Electronic Democracy, EGOVIS/EDEM 2012, held in Vienna, Austria, in September 2012, in conjunction with DEXA 2012. The 27 revised full papers presented were carefully reviewed and selected from numerous submissions. They cover topics from recent research fields such as open data, cloud applications, interoperability and e-government architectures, Web 2.0 and Web 3.0 solutions and public dialogies. The papers are organized in the following topical sections: e-government country studies; e-government processes; identy management in e-government; e-government: process management; e-participation; social networks; and open data.

In "Nigeria: Tragedy of a Democracy," readers are taken on a captivating exploration of the tumultuous journey of Nigerian democracy. The book delves deep into the challenges that have hindered its progress, providing valuable insights into potential avenues for improvement and the realization of a stronger, fairer, and more equitable democratic system. With meticulous research and analysis, the author shines a light on the intricate web of obstacles that have plagued Nigerian democracy. From systemic corruption and flawed electoral processes to the persistent presence of insecurity and violence, the book uncovers the multifaceted challenges that have hindered the country's democratic development. Importantly, the book goes beyond a mere diagnosis of the problems and offers thoughtful insights into potential solutions. It emphasizes the need for comprehensive anti-corruption measures, electoral reforms, and a robust security strategy to ensure the protection of citizens' rights and the promotion of political participation. The book also underscores the importance of collective action, citizen empowerment, and the fostering of accountability and transparency. Through its rigorous examination of the challenges and its forward-looking approach, "Nigeria: Tragedy of a Democracy" serves as a valuable resource for scholars, policymakers, activists, and citizens invested in the future of Nigerian democracy. It invites readers to engage in critical reflection, thoughtful dialogue, and proactive measures to foster a stronger and more inclusive democratic system. Ultimately, the book inspires hope and a sense of agency, reminding readers that with concerted efforts and a commitment to change, Nigeria has the potential to overcome its democratic challenges and pave the way for a brighter future—a future marked by resilience, fairness, and equity for all its citizens.

The role of democracy promotion in US foreign policy has increased considerably in the last three decades, booming especially in the immediate years after the end of the Cold War. The rise of democracy promotion originated in a long historical tradition that saw exporting American political values as instrumental in securing US security and economic interests, an idea which was expressed freely once Cold War strategic constraints disappeared. Under Bill Clinton, there was an explicit attempt to do so by reframing American strategy in terms of ‘democratic enlargement’ and this book assesses the strategic use of democracy promotion in US foreign policy and its different outcomes during his presidency. Offering a comprehensive, global review of American democracy engagement with different regions of the world and key countries during a whole presidency, this book assesses how far the US has benefited from democracy promotion. It evaluates the instrumental value of democracy promotion for America by seeing whether the Clinton administration’s efforts in this field, and their varying impacts to democratization abroad, were matched by progress in securing US strategic goals defined under enlargement, in particular reducing international conflicts and spreading economic liberalization around the world. The book explores how democracy became central to US post-Cold War strategy, how the Clinton administration developed the concept of democratic enlargement and tried to implement it, and why it remained influential on foreign policy throughout Clinton’s presidency. With an analysis of the legacy of Clinton’s democracy promotion and its relevance to the subsequent policies of George W. Bush and Barack Obama, this book is essential reading for students and scholars interested in Foreign Policy, American History and Security Studies.

Democracy, sustainability and social justice: the leading role that higher education must play in maintaining these three principles This publication, Higher education leadership for democracy, sustainability and social justice, arises from the global forum that the Council of Europe, the International Consortium for Higher Education, Civic Responsibility and Democracy, the Organization of American States and the International Association of Universities organised at Dublin City University in June 2022. It also arises from the challenges of Covid-19, which both highlighted and contributed to the fragility of democracy, with the increasing erosion of democratic participation, the deepening of extreme inequities, the strengthening of identity and nationalistic politics and the promotion of populist anti-intellectualism, involving attacks on science and knowledge itself. In this book, authors from Europe, the United States and Latin America argue that democracy, sustainability and social justice are inextricably linked, and that we can impact none of them unless higher education plays an important role in identifying the issues and helping society devise a viable and robust response. The book argues that higher education must do more than develop and disseminate knowledge and understanding. Higher education must influence the way individuals and societies behave. Higher education must lead. The importance of this leadership is illustrated by the inclusion of the Dublin Global Forum in the programme of the Irish Presidency of the Committee of Ministers of the Council of Europe and will be borne out by the positions and actions of the higher education community.

This books explains the normative and empirical issues behind the concept known as 'democracy promotion'.