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Behn examines the weaknesses in our current systems of accountability for finances, fairness, and performance, and suggests a new model of accountablity for public management.
Traditionally, American government has created detailed, formal procedures to ensure that its agencies and employees are accountable for finances and fairness. Now in the interest of improved performance, we are asking our front-line workers to be more responsive, we are urging our middle managers to be innovative, and we are exhorting our public executives to be entrepreneurial. Yet what is the theory of democratic accountability that empowers public employees to exercise such discretion while still ensuring that we remain a government of laws? How can government be responsive to the needs of individual citizens and still remain accountable to the entire polity? In Rethinking Democratic Accountability, Robert D. Behn examines the ambiguities, contradictions, and inadequacies in our current systems of accountability for finances, fairness, and performance. Weaving wry observations with political theory, Behn suggests a new model of accountability—with "compacts of collective, mutual responsibility"—to address new paradigms for public management.
A study of patronage politics and the persistence of clientelism across a range of countries.
This volume traces the roots of the constructivist turn in the distinct (and competing) traditions of Continental and Anglo-American Western political thought. Divided into three thematic parts, these 13 newly commissioned essays develop the constructivist turn as a central concept. They advance the insight that there can be no democratic politics without representation; constituencies or groups exist as agents of democratic politics only insofar as they are represented.
"1. The book offers teacher educators and stakeholders an overview of accountability in the era of education reform and embraces teacher education accountability as a lever for reconstructing its targets, purposes, and consequences in keeping with the larger democratic project. 2. The book introduces a framework, eight dimensions of accountability, for interrogating dimensions of accountability policy and practice by revealing an accountability initiative's operation but also exposing underlying values and principles, theory of change, and relationship to larger political and policy agendas. 3. Using the authors' framework, eight dimensions of accountability, the book deconstructs four of the most visible education reform initiatives relevant to teacher educators and education stakeholders. The book proposes a rallying call to teacher educators and stakeholders to reclaim accountability using a new approach: democratic accountability in teacher education" --
This powerful collection from the groundbreaking Rethinking Schools magazine takes high-stakes standardized tests to task. Despite overwhelming evidence that the tests are invalid ways to measure teaching and learning -- and continuing signs of their unjust effects on students and teachers -- "reformers" and policymakers continue to force high-stakes tests into the public schools. Through articles that provide thoughtful and emotional critiques from the frontlines of education, Pencils Down deconstructs the damage that standardized tests wreak on our education system and the human beings that populate it. Better yet, it offers visionary forms of assessment that are not only more authentic, but also more democratic, fair, and accurate.
Using surveys, experiments, and fieldwork from several countries, this book tests a new theory of participation in elections and protests.
To the ancient Greeks, democracy meant gathering in public and debating laws set by a randomly selected assembly of several hundred citizens. To the Icelandic Vikings, democracy meant meeting every summer in a field to discuss issues until consensus was reached. Our contemporary representative democracies are very different. Modern parliaments are gated and guarded, and it seems as if only certain people are welcome. Diagnosing what is wrong with representative government and aiming to recover some of the openness of ancient democracies, Open Democracy presents a new paradigm of democracy. Supporting a fresh nonelectoral understanding of democratic representation, Hélène Landemore demonstrates that placing ordinary citizens, rather than elites, at the heart of democratic power is not only the true meaning of a government of, by, and for the people, but also feasible and, more than ever, urgently needed. -- Cover page 4.
In recent years, a growing literature has focused on how to create more effective and democratic global governance mechanisms to better tackle global challenges such as health epidemics, global hunger, Internet surveillance or the consequences of climate change. Yet there is a gap in accessible published material to reflect contributions of democratic states from the global South. Among these democracies from the global South, Brazil is a popular case for teachers and researchers looking to study global governance mechanisms. This book provides students with a framework that challenges the Western-centred views on questions of how to democratise global governance processes, arguing that developing democracies from the global South have developed serious and sustainable approaches to a more democratic global system. With chapters on Brazil’s responses to global food security, the purchase of drugs, open government initiatives and internet governance, this book opens up contemporary and novel practices of democracy for examination.
This volume offers the first systematic evaluation of the offices of inspector general (OIG) and examines the government-wide investment in the OIGs concept. Despite their increasingly prominent, often controversial, role in the internal oversight of government, very little is known about their institutional or operational problems.