Disciplining Democracy
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Disciplining Democracy
Examines contemporary development theory and discourse and explores its relationship to processes of democratization in sub-Saharan Africa. Focuses on the emergence and implementation of the good governance discourse. Draws on examples from four countries to demonstrate the impact of structural adjustment on economic and social conditions and describes the activities of democracy movements opposed to adjustment programmes. Concludes that the good governance agenda has been largely unsuccessful in promoting stable multi-party democracies in Africa.
Discipline for Democracy
In order to survive as a democracy our nation must have a disciplined citizenry. This book states the case for the dynamic nature of a democratic discipline. The ends chosen to show a disciplined citizenship are based on the ancient trinity of Truth, Beauty, and Goodness, ideals served by the disciplines of science, art, and politics. It is in the measure of what politics provides for a state that the three ideals come together. Originally published in 1942. A UNC Press Enduring Edition -- UNC Press Enduring Editions use the latest in digital technology to make available again books from our distinguished backlist that were previously out of print. These editions are published unaltered from the original, and are presented in affordable paperback formats, bringing readers both historical and cultural value.
Disciplining Democracy
Author: David S. Busch
language: en
Publisher: Cornell University Press
Release Date: 2025-03-15
Disciplining Democracy reveals the political consequences for the triumph of "service learning" as the dominant pedagogical model of civic engagement in the modern American university. Volunteer-based civic engagement programs in higher education are popularly understood as curricular opportunities that enable young people to engage as citizens in campus and public life. But, as David S. Busch argues, these civic programs are also emblematic of a new political tradition in American higher education—a culture of "disciplining democracy"—that polices the boundaries of appropriate forms of citizenship both for the student and for the university itself. Looking at seven different universities across two political eras, Busch unearths a common institutional trend: that student activists' demand for "action education" in the 1960s—a demand that many believed would reimagine the political role of the university—was reconstituted as university-sponsored volunteer programs by the 1980s. Disconnected from their political roots and visions, these programs became the source for the promotion of service learning as the primary model of the new civics in American higher education and an integral part of institutional strategies for responding to student activism. Embraced by universities big and small, private and public, the triumph of service learning as the new civics narrowed the political terrain of engaged citizenship and set limits on the modern American university's mission. In excavating the genealogy of the new civics and its institutional legacy, Disciplining Democracy offers a new way to understand the university as a political actor in American life.
