What happens when manhood suffrage, a radically egalitarian institution, gets introduced into a deeply hierarchical society? In her sweeping history of Imperial Germany's electoral culture, Anderson shows how the sudden opportunity to "practice" democracy in 1867 opened up a free space in the land of Kaisers, generals, and Junkers. Originally designed to make voters susceptible to manipulation by the authorities, the suffrage's unintended consequence was to enmesh its participants in ever more democratic procedures and practices. The result was the growth of an increasingly democratic culture in the decades before 1914. Explicit comparisons with Britain, France, and America give us a vivid picture of the coercive pressures--from employers, clergy, and communities--that German voters faced, but also of the legalistic culture that shielded them from the fraud, bribery, and violence so characteristic of other early "franchise regimes." We emerge with a new sense that Germans were in no way less modern in the practice of democratic politics. Anderson, in fact, argues convincingly against the widely accepted notion that it was pre-war Germany's lack of democratic values and experience that ultimately led to Weimar's failure and the Third Reich. Practicing Democracy is a surprising reinterpretation of nineteenth- and early twentieth-century Germany and will engage historians concerned with the question of Germany's "special path" to modernity; sociologists interested in obedience, popular mobilization, and civil society; political scientists debating the relative role of institutions versus culture in the transition to democracy. By showing how political activity shaped and was shaped by the experiences of ordinary men and women, it conveys the excitement of democratic politics.

This book is about the mundane, local, every day practices that constitutes democracy. Focusing on France and Finland, the book defines politicization as the key process in understanding democracy in different cultural contexts and shows a nuanced picture of two opposite models of European politics.

For many years, the fields of citizenship education and participatory democracy have often operated independently from each other. During the last decade, the Transformative Learning Centre of the University of Toronto has nurtured multiple spaces for an interdisciplinary dialogue among scholars, practitioners and students from these two fields. One of those spaces was the Second International Conference on Citizenship Learning and Participatory Democracy, where close to 300 participants from all over the world shared ideas in more than 150 sessions, including discussions, round-tables, workshops and keynote addresses. This volume brings together a selected collection from the many papers submitted to the conference. Learning Citizenship by Practicing Democracy: International Initiatives and Perspectives includes an introductory essay, 18 chapters and a postscript, and is organized in three sections: I. Learning democracy in educational institutions II. Learning democracy in communities III. Learning democracy in participatory budgeting The articles in this book represent a variety of perspectives (as the authors come from different geographical and disciplinary locations), but they all share a commitment to improvements in theory, research and practice in the worldwide movement for deepening democracy and for an emancipatory citizenship education.

In Practicing Democracy, eleven historians challenge conventional narratives of democratization in the early United States, offering new perspectives on the period between the ratification of the Constitution and the outbreak of the Civil War. The essays in this collection address critical themes such as the origins, evolution, and disintegration of party competition, the relationship between political parties and popular participation, and the place that parties occupied within the wider world of United States politics. In recent years, historians of the early republic have demolished old assumptions about low rates of political participation and shallow popular partisanship in the age of Jefferson—raising the question of how, if at all, Jacksonian politics departed from earlier norms. This book reaffirms the significance of a transition in political practices during the 1820s and 1830s but casts the transformation in a new light. Whereas the traditional narrative is one of a party-driven democratic awakening, the contributors to this volume challenge the correlation of party with democracy. They both critique constricting definitions of legitimate democratic practices in the decades following the ratification of the Constitution and emphasize the proliferation of competing public voices in the buildup to the Civil War. Taken together, these essays offer a new way of thinking about American politics across the traditional dividing line of 1828 and suggest a novel approach to the long-standing question of what it meant to be part of "We the People." Contributors:Tyler Anbinder, George Washington University · Douglas Bradburn, Fred W. Smith National Library for the Study of George Washington at Mount Vernon · John L. Brooke, The Ohio State University · Andrew Heath, University of Sheffield · Reeve Huston, Duke University · Johann N. Neem, Western Washington University · Kenneth Owen, University of Illinois, Springfield · Graham A. Peck, Saint Xavier University · Andrew W. Robertson, Graduate Center of the City University of New York and Lehman College, CUNY

This book argues that most public affairs can be openly discussed before consensus is reached, and people from different backgrounds should be encouraged to get involved in policy-making on an equal basis. This is considered multiple deliberative democracy. The book features in-depth discussions on why multiple deliberative democracy is needed in China, what specific procedures it entails, and how it is conducted in local communities across the country. In addition, it probes into the areas of public administration where multiple deliberative democracy can be employed to enhance informed decision-making on public affairs, such as community self-governance matters, matters to be voted on by the National People's Congress, collecting CPPCC motions, social organization (or corporation) consultation, vital planning schemes of the society, and citizen education. Furthermore, the monograph explores the pluralism in deliberative democracy, such as mass symposium, citizen (villager) BBS, community Internet BBS, discussions in open areas of the community, “vision workshops”, and citizen jury. It is concluded that thorough deliberation among citizens may profoundly impact the government’s informed-decision-making. The book exposes the readers to the democratic system of modern China and sheds lights on its contextualized, unique multiple deliberative democracy procedures and practices. University students, researchers, and practitioner in the fields of political science, public administration, and international relations, among others, may find this book informative and intriguing.

Democracy as Creative Practice: Weaving a Culture of Civic Life offers arts-based solutions to the threats to democracies around the world, practices that can foster more just and equitable societies. Chapter authors are artists, activists, curators, and teachers applying creative and cultural practices in deliberate efforts to build democratic ways of working and interacting in their communities in a range of countries including the United States, Australia, Portugal, Nepal, the United Kingdom, and Canada. The book demonstrates how creativity is integrated in place-based actions, aesthetic strategies, learning environments, and civic processes. As long-time champions and observers of community-based creative and cultural practices, editors Tom Borrup and Andrew Zitcer elucidate work that not only responds to sociopolitical conditions but advances practice. They call on artists, funders, cultural organizations, community groups, educational institutions, government, and others to engage in and support this work that fosters a culture of democracy. This book is intended for undergraduate and graduate students in the humanities and social sciences, activists, funders, and artists who seek to understand and effect change on local and global scales to preserve, extend, and improve practices of democracy.

Deliberative democracy is a dominant paradigm in normative political philosophy. Deliberative democrats want politics to be more than a clash of contending interests, and they believe political decisions should emerge from reasoned dialogue among citizens. But can these ideals be realized in complex and unjust societies? This book brings together leading scholars who explore debates in deliberative democratic theory in four areas of practice: education, constitutions and state boundaries, indigenous-settler relations, and citizen participation and public consultation. This dynamic volume casts new light on the strengths and limitations of deliberative democratic theory, offering guidance to policy makers and to students and scholars interested in democratic justice.

bThis unique textbook provides students with a detailed look at many different aspects of democracy in practice: clearly describing and analysing all three existing models of democracy: * participatory democracy * referenda and initiatives * representative or liberal democracy. Using numerous real life examples from all over the world, this text explores how each is used in practice and provides discussion of the main problems with each model, answering the question: Why are there so many different forms of democratic practice?