Schools of Democracy offers a vivid analysis of the long-term impact of engagement in participatory budgeting institutions in Europe.
List of Figures and Tables vi
List of Abbreviations vii
Chapter One: Entering the Black Box of Civic Competence: A Pragmatist
Perspective on Self-change 1
Chapter Two: Power to the People? Three Participatory Budget Experiences
in Europe 31
Chapter Three: The Meanings of Public Engagement: How the Emergence of the
Participatory Grammar Reframes the Role of Good Citizen 67
Chapter Four: Participatory Democracy and its Public 99
Chapter Five: Much Ado About Nothing? Why and how Public Deliberation
Hardly Change People 133
Chapter Six: Becoming a Good Citizen by Participating 159
Appendix: Towards a Comparative Ethnographic Method 197
Julien Talpin is a research fellow at the French National Scientific Research Center (CNRS), professor of politics at the University of Lille 2. His research deals with the study of deliberative democracy from below, aiming at understanding how participatory experiences are lived by actors and shape their political and personal careers. He is currently investigating the conditions of inclusion of poor people and minorities in participatory processes in Europe and the US. He is co-editor of the French-speaking journal Participations. He has recently published Schools of Democracy: How Ordinary Citizens (Sometimes) Become Competent in Participatory Budgeting Institutions, Colchester, ECPR Press, 2011; ‘What can ethnography bring to the study of deliberative democracy? Evidence from the study on the impact of participation on actors’, Revista International de Sociologia, 70 (2), 2012; ‘When deliberation happens. Evaluating discursive interactions among ordinary citizens’, in B. Geißel, M. Joas, (eds.) Participatory Democratic Innovations in Europe: Improving the Quality of Democracy? Berlin/Toronto, Burdeish Publishers, 2013.