This interdisciplinary book draws on leading scholarship on one of the most influential and consequential social movements of the past decades: Spain’s 15-M movement. The volume explores the legacy, impact and outcomes of the movement, and the lessons it offers for understanding mobilization in times of crisis. The book opens with a theoretical reconsideration of the positive ways social movements can impact democracy, moving the field forward significantly. It also offers rich case studies to explore a range of areas of interest to social movement scholars. Chapters explore the biographical consequences of participation in social movements; how memories of the movement inspired new mobilizations; the reciprocal influence between the 15-M movement and feminist economics; how urban democracy was transformed by municipalism arising from the movement; how the movement generated a “Caring democracy” in the face of the Covid pandemic; and how it gave rise to a new radical democratic media ecosystem. The book explores the movement’s political economy as well as reflects on one of its unintended consequences: the rise of the penalization of counter-hegemonic protest in contemporary Spain. Although focused on a single emblematic movement, it offers significant insights and lessons for scholarship on contemporary politics and movements. Re-imagining Democracy provides a valuable resource for scholars and students interested in the challenges faced by contemporary democracies, the dynamics of social movements in times of crisis, and the profound impact of social movements on contemporary democracy. The chapters in this book were originally published as a peer-reviewed special issue of Social Movement Studies.

Charts the transformation in the way people thought about democracy in the North Atlantic region in the years between the American Revolution and the revolutions of 1848.

Re-imagining Democracy looks back to the late eighteenth and early nineteenth centuries and argues this era marked the beginnings of modern democracy in the Mediterranean. These essays, from some of the leading scholars in the field, expose readers to new research and ideas regarding the complex and variegated history of democracy.

"This book explores the ways in which people in Latin America and the Caribbean joined with others in Europe and the United States to re-imagine the ancient term "democracy", so as to give it relevance and power in the modern world. In all these regions, that process largely followed the French Revolution; in Latin America it more especially followed independence movements of the 1810s and 20s. The book looks at how a variety of political actors and commentators used the term to characterize or argue about modern conditions through the ensuing half-century; by 1870, it was firmly established in mainstream political lexicons throughout the region. Following introductory scene-setting and overview chapters, specialists contribute wide-ranging accounts of aspects of the context in which the word was "re-imagined"; six final chapters explore differences in its fortune from place to place"--

Contemporary education research, policy and practice are complex and challenging. The political struggle over what constitutes curriculum and pedagogy is framed by quasi-markets and technocratic models of education. This has had a significant effect on larger issues of policy. But it has also had profound effects inside educational sites in terms of the economics and politics of what is and is not considered 'legitimate' knowledge, over what should be taught, how it should be taught, and by whom. Re-imagining Education for Democracy takes up the unfinished project of resisting the de-democratisation of education and growing levels of social and educational inequality. Where are the spaces for change and articulating hopeful alternatives? How might we imagine and produce different futures? What are the opportunities for affirmative interference, and how could we produce a more sustainable re-imagining and re-doing of the critical project of education? The work is framed within two complementary sections: the first addresses some key policy, political and philosophical concerns of contemporary educational contexts, while the second provides a series of empirical case studies and other local–global narratives of resisting and reframing dominant discourses in education around the world. The chapters provide a range of empirical, methodological and conceptual focuses, from different educational communities and international contexts, engaging with the proposition of re-imagining education for democracy in multiple and diverse ways. This book will be essential reading for researchers and students of education research, policy and practice.

As one of the most influential ideas in modern European history, democracy has fundamentally reshaped not only the landscape of governance, but also social and political thought throughout the world. Democracy in Modern Europe surveys the conceptual history of democracy in modern Europe, from the Industrial Revolutions of the nineteenth century through both world wars and the rise of welfare states to the present era of the European Union. Exploring individual countries as well as regional dynamics, this volume comprises a tightly organized, comprehensive, and thoroughly up-to-date exploration of a foundational issue in European political and intellectual history.

Most Canadians assume they live under some form of democracy. Yet confusion about the meaning of the word and the limits of the people’s power obscures a deeper understanding. Constant Struggle looks for the democratic impulse in Canada’s past to deconstruct how the country became a democracy, if in fact it ever did. This volume asks what limits and contradictions have framed the nation’s democratization process, examining how democracy has been understood by those who have advocated for or resisted it and exploring key historical realities that have shaped it. Scholars from a range of disciplines tackle this elusive concept, suggesting that instead of looking for a simple narrative, we must be alert to the slower, untidier, and incomplete processes of democratization in Canada. Constant Struggle offers a renewed, sometimes unsettling depiction, stretching from studies of early Indigenous societies, through colonial North America and Confederation, into the twentieth century. Contributors reassess democracy in light of settler colonialism and white supremacy, investigate connections between capitalism and democracy, consider alternative conceptions of democracy from Canada’s past, and highlight the various ways in which the democratic ideal has been mobilized to advance particular visions of Canadian society. Demonstrating that Canada’s democratization process has not always been one that empowered the people, Constant Struggle questions traditional views of the relationship between democracy and liberalism in Canada and around the world.

Across the modern era, the traditional stereotype of Germans as authoritarian and subservient has faded, as they have become (mostly) model democrats. This book, for the first time, examines 130 years of history to comprehensively address the central questions of German democratization: How and why did this process occur? What has democracy meant to various Germans? And how stable is their, or indeed anyone's, democracy? Looking at six German regimes across thirteen decades, this study enables you to see how and why some Germans have always chosen to be politically active (even under dictatorships); the enormous range of conceptions of political culture and democracy they have held; and how interactions among various factors undercut or facilitated democracy at different times. Michael L. Hughes also makes clear that recent surges of support for 'populism' and 'authoritarianism' have not come out of nowhere but are inherent in long-standing contestations about democracy and political citizenship. Hughes argues that democracy – in Germany or elsewhere – cannot be a story of adversity overcome which culminates in a happy ending; it is an ongoing, open-ended process whose ultimate outcome remains uncertain.

The rhetoric on the Internet and its potential implications for the sphere of politics have been especially pertinent in regard to young people. Through the use of notions such as the e-generation or the messenger generation, the new ICT's supposed transformative potential has been identified and discussed. Just based on the title of this book, it might seem as if we are offering a similar approach here - speculative reflections on the significance of the Internet for young people's engagement and participation.