What is the relationship between direct democratic ballot initiatives, democratic deliberation, and justice? When voters collectively make policy decisions, what responsibilities do experts have to contribute to informing public deliberation about the relevant issues? This article investigates how the direct democratic ballot initiative process, increasingly and controversially used in the United States to allow citizens to make education policy decisions, may serve to enhance or constrain democracy and justice. Through the lens of deliberative democratic theory, this article aims at providing greater understanding of the education-policy-by-ballot-initiative phenomenon and bringing to light the possibilities of tyranny of the majority when policies having to do with civil rights are left up to popular vote. It concludes with an argument for researchers to use their expertise in the service of public information and deliberation.
Enthalten in:
Zeitschrift für Pädagogik; 2011/4
(2011)
Weiterführende Informationen
Serie / Reihe: Zeitschrift für Pädagogik
Personen: Moses, Michele S.
Moses, Michele S.:
Education-Policy-by-Ballot-Initiative: considerations related to democracy and justice / Michele S. Moses, 2011. - S.458-470 - (Zeitschrift für Pädagogik) Bildungspolitik zwischen Expertenwissen und Öffentlichkeit
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