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The system of representative democracy is under considerable strain. Its institutions are struggling to maintain legitimacy, and its elected representatives are failing to keep their monopoly on (formal) political representation. An emerging multitude of (new) claim makers contests the authority of elected representatives as well as the functioning of the existing system of representative democracy by alleging misrepresentation. In this article, we identify a significant shortcoming in Saward’s claims-making approach; specifically, we argue that it offers little direction in addressing misrepresentation. We distinguish between claims of representation and claims of misrepresentation, and show how the latter can fulfill one, two or all three of the following functions: (1) they appeal to an enemy/antagonist (strategy), (2) identify causes of misrepresentation related to policies, politics, and polity (persuasion), and (3) claim to create a new linkage to "the people", sometimes present themselves as new representatives (reframing). To test this proposed framework, we compare claims of misrepresentation in Brazil made by civil society groups (before and during the presidential impeachment between 2014 and 2016) and in Germany (focusing on the parliamentarians of the Alternative for Germany during the first six months of mandate). Our results suggest that claims of misrepresentation are not intrinsically democratic or undemocratic, but are instead ambiguous, have different manifestations and disparate impacts on the representative system. Our article contributes to the conceptual development of the claims approach and to further understanding several critical and current challenges to representative democracy.
There is a consensus that transnational soft governance has unleashed the forces of change in higher education. However, individual national HE systems are still anchored in country-specific regulatory regimes, which reflect national-historical, institutional, and cultural developments. Against this background, three crucial questions guide our study: How does the state react to transnational pressures for change? How is transnationally inspired policy change ‘digested’ by the preexisting country-specific governance structures? And to what extent have national HE systems converged on a common governance model? To address these questions, we conduct a multilevel comparative analysis of developments in Germany, France, and Italy. We first break down the concept of higher education governance into sub-dimensions and derive concrete policy indicators for three historically embedded governance ideal types. Drawing on historical institutionalism and institutional isomorphism, we explore how historical legacies and transnational communication have impacted policy pathways over the past 30 years. We graphically illustrate the policy trajectories using our ‘governance triangles’, which encompass the balance of power between multiple actors, including the state and universities, university management and the academic profession, and external stakeholders.