Relevant bibliographies by topics / Democratic

Academic literature on the topic 'Democratic'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Democratic"

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Angelini, Valeria. "School as a political agent: the formative and recurring role of schools in society." Form@re - Open Journal per la formazione in rete 23, no. 3 (December 31, 2023): 242–50. http://dx.doi.org/10.36253/form-15082.

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The paper aims to explore the political role of schools and the importance of democratic education in the contemporary context. Education is a crucial factor in shaping future generations for change in societies. School, as a central institution in the educational process, plays a fundamental role in promoting democratic values and providing individuals with the necessary skills to actively participate in political life. It takes a critical and reflective perspective on the political role of schools and the importance of democratic education for the development of more inclusive, balanced and democratic societies. La scuola come agente politico: il ruolo formativo e ricorrente della scuola nella società. Il contributo si propone di esplorare il ruolo politico della scuola e l’importanza dell’educazione democratica nel contesto contemporaneo. L’educazione è un fattore cruciale nella formazione delle future generazioni per il cambiamento delle società. La scuola, come istituzione centrale nel processo educativo, svolge un ruolo fondamentale nel promuovere valori democratici e fornire agli individui le competenze necessarie per partecipare attivamente alla vita politica. Si pone come una prospettiva critica e riflessiva sul ruolo politico della scuola e sull’importanza di un’educazione democratica per lo sviluppo di società più inclusive, equilibrate e democratiche.
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McWilliams, Susan. "Democratic Faithand Democratic Illusions." Perspectives on Political Science 36, no. 4 (September 2007): 198–200. http://dx.doi.org/10.3200/ppsc.36.4.198-200.

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Mirsky, Yehudah. "Democratic politics, democratic culture." Orbis 37, no. 4 (September 1993): 567–80. http://dx.doi.org/10.1016/0030-4387(93)90081-m.

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Gooding-Williams, Robert. "Democratic Despotism, Democratic Culture, and the Democratic Ideal." Monist 107, no. 1 (January 1, 2024): 26–38. http://dx.doi.org/10.1093/monist/onad026.

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Abstract In this paper, I outline Du Bois’s WWI-era theory of democracy, which comprises three parts: first, an historically specific explanation of the racially exclusionist character of the modern struggle for democracy; second, a justification of universal suffrage; and third, an account of democratic culture, the promotion of which he believed was necessary to supplement the enfranchisement of black people where white supremacy still threated the achievement of justice.
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Benhabib, Seyla. "Democratic Exclusions and Democratic Iterations." European Journal of Political Theory 6, no. 4 (October 2007): 445–62. http://dx.doi.org/10.1177/1474885107080650.

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Fumagalli, Corrado. "Democratic representation and democratic sanctions." Representation 54, no. 3 (July 3, 2018): 201–19. http://dx.doi.org/10.1080/00344893.2018.1502207.

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Gathercole, Patricia M., Mimmo Morina, and Oliver Friggieri. "Democraticon: For a Democratic Democracy (Poems 1960-1995)." World Literature Today 71, no. 1 (1997): 130. http://dx.doi.org/10.2307/40152624.

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Dimova, Gergana. "Democratic Procedures Are Not Inherently Democratic." Democratic Theory 8, no. 1 (June 1, 2021): 96–109. http://dx.doi.org/10.3167/dt.2021.080106.

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In his latest opus, The New Despotism, John Keane continues to challenge existing wisdom in the field of democratic theory and comparative political studies. One of the key insights of the book is that there is nothing inherently democratic about democratic innovations and procedures, and thus they can be used to prop up despotisms, rather than usher in democracy. While this insight comports with existing misgivings about elections, the book stands out in the way it explains the sustainability of using the democratic procedures in the new despotisms. For democratic procedures to further the aims of the new despotisms, the condition of “voluntary servitude” needs to be met. “Voluntary servitude” means that people willingly give in to political slavery, and become accomplices in maintaining the illusion that democratic procedures are implemented (215–222). Keane’s achievement is that he creates an analytical ecosystem of interlinked assumptions, observations, conditions, and other logical connectors, which make his model of the new despotism so robust.
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Issacharoff, Samuel. "The democratic risk to democratic transitions." Constitutional Court Review 5, no. 1 (January 2013): 1–31. http://dx.doi.org/10.2989/ccr.2013.0001.

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Geis, Anna, Lothar Brock, and Harald Müller. "From Democratic Peace to Democratic War?" Peace Review 19, no. 2 (June 2007): 157–63. http://dx.doi.org/10.1080/10402650701353570.

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Dissertations / Theses on the topic "Democratic"

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Klein, Ana Maria. ""Escola e democracia: um estudo sobre a representação de alunos e alunas do ensino médio"." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-31032006-151616/.

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Trata-se de trabalho de investigação que se insere na área de estudos da psicologia e da educação moral. Buscou investigar que representações têm, sobre democracia e escola democrática, sujeitos que concluem o Ensino Médio. Seu desenvolvimento teórico sobre democracia repousa na conquista de direitos e nos valores que os inspiraram na consolidação deste modelo político. Adotando uma perspectiva histórica, são apresentados os direitos civis, políticos e sociais que possibilitaram o alargamento democrático. A discussão sobre valores democráticos alia-se à conquista dos direitos, atribuindo significado aos mesmos. Os Direitos Humanos ganham destaque na análise, na medida em que o respeito aos mesmos implica na realização do processo democrático. A escola democrática é discutida a partir do acesso universal e das suas práticas pedagógicas. O acesso universal à escola e ao conhecimento produzido socialmente está embasado em Comparato, Azanha e Carvalho. A escola democrática, enquanto prática pedagógica, discute os valores e práticas desenvolvidas no interior da instituição que contribuem para o processo formativo do indivíduo/cidadão autônomo. Os referenciais utilizados para discutir a escola democrática, enquanto prática pedagógica, estão embasados em Dewey e Teixeira e em autores contemporâneos como Puig e Araújo. Através das representações sociais (Moscovicci) buscamos a visão de democracia do sujeito que a vivencia em suas experiências cotidianas. A amostra do estudo foi composta por 80 sujeitos, 40 do sexo feminino e 40 do sexo masculino, alunos e alunas das redes pública e particular da cidade de São Paulo. O instrumento utilizado para a coleta de dados consistiu em um questionário sobre sociedade, escola e relações interpessoais democráticas, que incitava o sujeito a pensar sobre os temas colocando-se como foco central, ou seja, buscando suas próprias concepções. Os resultados encontrados revelam que os sujeitos valorizam prioritariamente os direitos de participação e expressão como práticas imprescindíveis à realização quer seja de uma sociedade, de uma escola ou de relações cotidianas democráticas. As variáveis consideradas neste estudo foram gênero e rede de ensino. Em relação à primeira não encontramos diferenças significativas. Em relação à segunda observamos diferenças, entre os grupos, apenas em suas representações sobre sociedade democrática. Os valores e práticas destacados pelos sujeitos nos fornecem elementos para uma reflexão sobre como a democracia é vivenciada pelos sujeitos, enquanto cidadãos, enquanto alunos (escola) e nas relações interpessoais.
This investigation work is inserted in the study area about the psychology and the moral education. It investigated what representation about democracy and democratic school have finishing secondary education subjects. Its theoretical support about democracy lies in the democratic rights and values that consolidated this political model. Its theoretical support about democratic school lies in the work of Dewey and Teixeira and contemporary work of Puig and Araújo. The study sample composed of eighty subjects, forty girls and forty boys. The students from public school and private school from Sao Paulo city. The instrument used to reap the data was a questionnaire about democratic society, school and relationship. The subjects thought the questions as himself central focus. The results achieved reveal that these subjects value involvement and expression rights as essential practice for democratic society, school or relationship. The study variables were gender and school system (public and private school). Specific differences in the gender were not observed. Taking into account the school system, observed differences in the democratic society representation.
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Olsson, David. "Perpetual Peace through Democratic Aid? : Does Democratic Aid Significantly Contribute to Democratic Development among Semi-Democratic States?" Thesis, Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4253.

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The first purpose of this study is to examine if democratic aid is a statistically and/or substantially significant determinant of democratic development among semi-democratic states. The second purpose is to discuss the effects of democratic aid in light of the theory of ‘democratic peace’, and the debate on whether exogenous or endogenous factors are primary for democratic development. The research question is: how much, if at all, has democratic aid contributed to democratic development among semi-democratic states from 2000 to 2004? The thesis is delimited to observing the total population of states that were semi-democratic in the year 1999, i.e. 56 countries. Moreover, it only detects the potential impact of democratic aid over one five-year period, namely 2000-2004. Data from the Freedom House Index (FHI) has been used to distinguish states with semi-democratic regimes from states with other regime-types, and, moreover, to construct two indicators of the dependent variable. The utilized dataset on democratic aid is provided by the Creditor Reporting System (CRS), issued by the Organization for Economic Co-operation and Development (OECD). Furthermore, in order to assess the effects of democratic aid, a multiple regression model is employed that controls for nine other variables which have been found to have significant impacts on democratic development in relevant previous research. The conclusion is that democratic aid neither had a statistically nor a substantially significant impact on democratic development of semi-democratic states from 2000 to 2004. Thus, it does not strengthen the ‘exogenous standpoint’ for democratic development, and it does not appear to contribute to an expansion of ‘democratic peace’. However, due to a number of factors, it is acknowledged that more research is required in order to assess the effects of democratic aid more adequately.
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Vidmar, Jure. "Democratic transition and democratic consolidation in slovenia." Frankfurt, M. Berlin Bern Bruxelles New York Oxford Wien Lang, 2006. http://d-nb.info/98819371X/04.

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Vidmar, Jure. "Democratic transition and democratic consolidation in slovenia /." Frankfurt, M. ;Berlin ;Bern ;Bruxelles ;New York ;Oxford ;Wien : Lang, 2008. http://d-nb.info/98819371X/04.

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Baer, Kenneth. "Reinventing Democrats : the Democratic Leadership Council and the attempt to change the public philosophy of the Democratic Party, 1981-1996." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243444.

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Wallerstein, Shlomit. "Permissible self-defence, democratic states and anti-democratic ideologies." Thesis, University of Oxford, 2005. https://ora.ox.ac.uk/objects/uuid:f00255a3-6367-45d1-930e-9f15ee6c8abf.

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Joseph Goebbels, the Nazi minister of propaganda, once said that '... it [will] probably always remain one of the best jokes of democracy, that it provided its own mortal enemies with the means by which it was destroyed'. Was Goebbels right? Does democracy provide its enemies with the means to destroy it? Is democracy defenceless against anti-democratic ideologies? The assassination of the Israeli Prime Minister, the late Yitzchak Rabin, on 4 November 1995 triggered a public debate in Israel about the ability of the state to deal with anti-democratic agents endeavouring to alter a democratic system in the service of an antidemocratic ideology. Almost everyone who took part in the debate assumed that the state has a right to defend itself against such ideologies and those acting in the name of such ideologies. The debate focused on the limitations of this right, offering various boundaries to the permission given to the state to use coercive measures, and more specifically, criminal law. In this thesis I confront Goebbels's proposition and tackle the counter-presumption that the state has a right to defend itself against anti-democratic ideologies. I seek to find a moral source for the state's right to self-defence against internal anti-democratic ideologies.
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Gianoli, Alberto. "Local democratic governance." Thesis, University of Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271860.

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Miner, Amy Baird. "Democratic Inclusive Educators." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1469.

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Educating for democracy has long been established as a central purpose for schooling in America and continues to be included in the ongoing discourses on educational policy and programs. While educating for democracy has been defined in many ways, it is commonly agreed that it is the knowledge, skills, and experiences that members of a democracy should possess in order to be contributing citizens of a global society. Nested within the context of democratic education, inclusion as advocated by Iris Marion Young provided the framework for this study. Young suggested that inclusive democracy enables the participation and voice for all those affected by problems and their proposed solutions. Within the context of education, democratic inclusive education is established for the purpose of creating learning environments in which multiple perspectives are included in the community building and decision-making efforts of the classroom. This study explored the perceptions and experiences of three elementary teachers that incorporated aspects of democratic inclusion into their teaching practice.
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Mujani, Saiful. "Religious democrats: democratic culture and Muslim political participation in post-Suharto Indonesia." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1054572222.

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Majani, Saiful. "Religious democrats: democratic culture and Muslim political participation in post-Suharto Indonesia." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054572222.

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Books on the topic "Democratic"

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Freeth, Nariolina Meliadò, ed. Democratic Vistas: Prospettive democratiche. Genova: il Melangolo, 1995.

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Turner, Stephen, and George Mazur. Making Democratic Theory Democratic. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003360810.

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M, Oxley Zoe, ed. Public opinion: Democratic ideals, democratic practice. 2nd ed. Washington, DC: CQ Press, 2012.

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Clawson, Rosalee A. Public opinion: Democratic ideals, democratic practice. Washington, D.C: CQ Press, 2008.

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Kuhn, William M. Democratic Royalism. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1057/9780230375666.

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Shapiro, Ian. Democratic justice. [Toronto, Ont.]: Faculty of Law, University of Toronto, 1994.

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Filimowicz, Michael. Democratic Frontiers. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003173427.

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Rebenstorf, Hilke, ed. Democratic Development? Wiesbaden: VS Verlag für Sozialwissenschaften, 2004. http://dx.doi.org/10.1007/978-3-322-80931-5.

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Chandra, Kanchan, ed. Democratic Dynasties. Cambridge: Cambridge University Press, 2016. http://dx.doi.org/10.1017/cbo9781316402221.

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Patterson, William. Democratic Counterinsurgents. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-60060-8.

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Book chapters on the topic "Democratic"

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LeBlanc, John Randolph. "Democratic Aspirations, Democratic Ambiguities." In Edward Said on the Prospects of Peace in Palestine and Israel, 9–39. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137008589_2.

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Turner, Stephen. "Improving on Democracy." In Making Democratic Theory Democratic, 43–53. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003360810-3.

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Turner, Stephen. "The Ideology of Anti-Populism and the Administrative State." In Making Democratic Theory Democratic, 66–83. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003360810-5.

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Turner, Stephen, and George Mazur. "Introduction." In Making Democratic Theory Democratic, 1–25. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003360810-1.

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Turner, Stephen, and George Mazur. "What Are Democratic Values? A Twenty-First-Century Kelsenian Approach." In Making Democratic Theory Democratic, 54–65. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003360810-4.

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Turner, Stephen. "Religious Pluralism, Toleration, and Liberal Democracy." In Making Democratic Theory Democratic, 87–99. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003360810-7.

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Turner, Stephen. "Democracy, Liberalism, and Discretion." In Making Democratic Theory Democratic, 26–42. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003360810-2.

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Turner, Stephen. "The Rule of Law Deflated." In Making Democratic Theory Democratic, 162–76. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003360810-12.

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Turner, Stephen. "The Method of Antinomies." In Making Democratic Theory Democratic, 125–40. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003360810-10.

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Turner, Stephen, and George Mazur. "Decisionism and Politics." In Making Democratic Theory Democratic, 141–61. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003360810-11.

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Conference papers on the topic "Democratic"

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De Liddo, Anna, Brian Plüss, and Alberto Ardito. "Democratic Reflection." In CSCW '20: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3406865.3418562.

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Manulis, Mark. "Democratic group signatures." In the 2006 ACM Symposium. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1128817.1128882.

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Navarro, Leandro. "Managing democratic grids." In the 6th international conference industry session. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1555301.1555309.

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Gibson, Melissa. "Enacting Critical Democratic Pedagogy: Digital Video Production as Embodied Democratic Practice." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1586963.

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Maus, Ingvill. "Democratic design literacy research." In DRS2022: Bilbao. Design Research Society, 2022. http://dx.doi.org/10.21606/drs.2022.592.

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Jindal, Neena, Anil Sehrawat, and Yajulu Medury. "Human Rights in Democratic Countries." In Annual International Conference on Political Science, Sociology and International Relations. Global Science & Technology Forum (GSTF), 2011. http://dx.doi.org/10.5176/2251-2403_pssir31.

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Faniran, Sanjo, and Kayode Olaniyan. "Strengthening democratic practice in Nigeria." In the 5th International Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2072069.2072132.

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"Another Alternative to Democratic Socialism." In 2020 International Conference on Social Sciences and Social Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0001157.

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Taylor-Smith, Ella, Colin F. Smith, and Michael Smyth. "Democratic Participation through Crocheted Memes." In SMSociety '18: International Conference on Social Media and Society. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3217804.3217910.

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Nokku, Prudhvi. "Democratic Evaluation Framework among Organizations." In AIMLSystems 2023: The Third International Conference on Artificial Intelligence and Machine Learning Systems. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3639856.3639921.

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Reports on the topic "Democratic"

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de Figueiredo, John, and Edward Stiglitz. Democratic Rulemaking. Cambridge, MA: National Bureau of Economic Research, November 2015. http://dx.doi.org/10.3386/w21765.

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Murtin, Fabrice, and Romain Wacziarg. The Democratic Transition. Cambridge, MA: National Bureau of Economic Research, September 2011. http://dx.doi.org/10.3386/w17432.

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Chachavalpongpun, Pavin. Thailand’s democratic deficit. East Asia Forum, August 2016. http://dx.doi.org/10.59425/eabc.1470607218.

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Heng, Kimkong. Reversing Cambodia’s democratic drift. East Asia Forum, February 2019. http://dx.doi.org/10.59425/eabc.1550181651.

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Chong, Alberto E., and Mark Gradstein. Education and Democratic Preferences. Inter-American Development Bank, June 2009. http://dx.doi.org/10.18235/0010914.

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This paper examines the causal link between education and democracy. Motivated by a model whereby educated individuals are in a better position to assess the effects of public policies and hence favor democracy where their opinions matter, the empirical analysis uses World Values Surveys to study the link between education and democratic attitudes. Controlling for a variety of characteristics, the paper finds that higher education levels tend to result in rodemocracy views. These results hold across countries with different levels of democracy, thus rejecting the hypothesis that indoctrination through education is an effective tool in non-democratic countries.
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Elshabik, Mohamed, ed. Citizens’ Perceptions of Democratic Participation in Sudan. International Institute for Democracy and Electoral Assistance (International IDEA), April 2022. http://dx.doi.org/10.31752/idea.2022.12.

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Democracy cannot prosper without democrats. The challenges facing the democratic transformation in Sudan are immense. This report signified the power-sharing intricacies that had been in place for over two years between the civilians and military. The 25 October coup put an end to that partnership. Nonetheless, people in Sudan are increasingly determined to regain their democratic transition. Building Democracy requires more than extending goodwill. It has always been said democracy cannot prosper without democrats. In context, International IDEA Sudan’s Programme saw the need to explore the perceptions of the main stakeholder in the democratic transition of Sudan, its people. The primary objective of this report is to study the perceptions among the Sudanese population of the motivations for and barriers to democratic participation. The study aims to generate a baseline of understanding to guide the design of further relevant civic education interventions. Methodologically, this was achieved using primary and secondary data sources: Primary data was collected through direct fieldwork using a structured questionnaire, interviews, focus group discussions and key informant interviews, as well as participatory observation. Secondary sources were collated in a desk review of existing academic and public opinion research, such as data from Afro-barometer and the International IDEA Global State of Democracy Indices.
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Ragasa, Catherine, and John M. Ulimwengu. Democratic Republic of the Congo. Washington, DC: International Food Policy Research Institute, 2020. http://dx.doi.org/10.2499/9780896293755_08.

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Liu, Yawei. How will China become ‘democratic’? East Asian Bureau of Economic Research, September 2011. http://dx.doi.org/10.59425/eabc.1315044013.

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Hyde, Charles K. Iran: The Case for Democratic Containment. Fort Belvoir, VA: Defense Technical Information Center, March 2005. http://dx.doi.org/10.21236/ada434872.

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Spies, Samuel. On Digital Disinformation and Democratic Myths. MediaWell, Social Science Research Council, December 2019. http://dx.doi.org/10.35650/md.2012.d.2019.

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