The present study aimed to examine how support and trust in democracy was viewed among young citizens in Sweden. The study used a quantitative approach, in which a web survey was developed based on two well validated measurement instruments. The web survey was distributed via an internet site with 241 respondents age 18-29 years (M = 23.5 SD = 2.61). Four indexes were created (trust, support for democracy, autocracy and ideals of democracy) and the data were analyzed using descriptive statistics and regression models. The results showed that the participants had a fairly large support for democracy and did also have a fairly high trust in democracy. The support for other governance than democracy was fairly low. These young citizens in Sweden preferred participatory democracy over electoral democracy. A bivariate regression model showed an indication that lower trust in democracy leads to more active participation among young citizens. A multiple regression model however showed that females with a lower trust in democracy preferred participatory democracy and that males with a higher trust preferred electoral democracy. The authors argue that these important findings should be prioritized within the democratic discourse in order to be able to address young citizens regarding their concern and confidence in democracy. This in turn could give rise to more adequate efforts and decision making processes for both politicians and civil servants.

The paper addresses the question whether the African Charter on Democracy, Elections and Governance would effectively address the identified electoral problems at a substantive as well as implementation levels. Accordingly, the aim of the study is two fold. This paper analyses the key electoral problems in Africa by analysing trends in recent elections that jeopardise democratic consolidation. Secondly, it evaluates the Charter in addressing the identified problems at normative as well as practical levels. / Thesis (LLM (Human Rights and Democratisation in Africa))--University of Pretoria, 2007. / Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Prof. Nico Steytler of the Faculty of Law, University of the Western Cape, Cape Town, South Africa / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM

This study deals with the issue of democratization in Latin America during the 20th century, and in particular the role of the left in this process. The purpose of this study is to empirically analyze the role of the left as a political actor in the process of democratization toward the deepening of the democratic rule in Latin America. The research questions are: what role did the left have in the transitions to electoral democracies during the 20th century in Latin America? Why did the left have the role it had in the transitions? How does the left’s view of democracy affect the transition to electoral democracy, and the further democratization to deepen democratic rule? What structural constraints affect the left’s ability to deepen democratic rule? A comparative qualitative method and different theoretical concepts of democracy, democratization, elite perspective, mobilization and organizations have been used, and examples from different Latin American cases are given. One empirical conclusion is that the role of the left in the transitions to electoral democracies varies from participation with active left leaders, collective left actions, to not have any significant role at all. A second empirical conclusion is that in cases where left wing governments have tried to enforce a model of participatory democracy, the result has been “ coup d’état” or rebellions conducted by military forces and supported by the economic elite and the United States of America. In other cases when left parties in government instead have remained within the framework of an elite democracy, the result has rather been stabilization of the liberal democratic rule. The main theoretical conclusions are as follows: the theoretical discussion about democratic consolidation and the deepening of democracy have to consider that different actors’ (in this study the left) preferences for various models of democracy differ; the actors’ view of democracy matter in the game of democratic development and democratic consolidation; and the relations between the elite actors’ preferences for different models of democracy determine the outcome of a specific form of democratic model (in this study electoral democracy, liberal democracy or participatory democracy).

The purpose of this study is to examine how the concept of democracy and education for democracy are formulated in school policy documents related to the four teacher’s description of their work with democracy in the civic subject. The study is based on the following questions:  What type of democracy is presented in the school curriculum as well as other school policy documents? How do the participant teachers understand democracy? How do the participant teachers describe and motivate their work with democracy? This study is made through a qualitative method based on a contextual analysis and interviews with four teachers working in grade 1-3. The study is based on two theoretical extensions and these are electoral-, participate-, deliberate democracy and the traditional- , liberal progressive-, social critical orientated views. Common to the four school policy documents that have been analysed, the most prominent conceptions of and approaches to democracy is participatory and deliberative democratic perspectives. The results show that the school documents and the teacher’s description of democracy rarely mention electoral democracy. However, it can be seen in the school policy documents that there is a notion that knowledge about democracy.  That is, knowledge of political ideologies and the selection process, is required to enable participatory and deliberative democracy.  Teachers understanding of democracy show mainly participatory democracy perspective. However, it has come to shown from the interviews that the teacher’s description of their work with democracy in the civic subject mainly shows deliberative perspectives. One conclusion of this study is that the documents and the teachers' descriptions of democracy and education for democracy are quite similar.

This essay aims to answer how domestic politics and events have affected the democratic development in Turkey from 2005 until 2015. Two questions are being discussed and answered; how has the democratic development in Turkey between 2005 and 2015 played out, and; which internal factors have contributed to the democratic development direction. The study is a theory consuming case study with both an explanatory and descriptive approach. The theoretical framework is built upon theories regarding democratization, regime types challenges of democratic consolidation are collected from well-established scientists. This framework is used on the empirical material of the study to bring forward answers to the research questions. The results of the study show that after some positive democratic around 2005, the democratic development has taken an anti-democratic turn after 2011. What could be described as an electoral democracy with liberal democratic tendencies in 2005 is 2015 better described as a hybrid regime, with authoritarian tendencies.

Alors que la démocratie électorale chilienne commence à se défaire lentement de l’héritage du régime de Portales, la modernisation des techniques et rituels de vote devient une question centrale. La réforme électorale de 1874 est ainsi désignée comme le point de départ de la démocratisation du vote. Cependant, l’ampleur des incertitudes qui s’ouvrent avec les modifications que cette réforme introduit nous obligent à remettre en question les rapports, très souvent présupposés, entre innovations technologiques et démocratisation. Afin d’examiner en détail cette problématique, notre thèse explore les transformations successives du cadre légal, des discours et des représentations iconographiques du vote, à partir de la démarche employée par la sociologie historique. La restitution des controverses, des débats et les différentes représentations de l’acte de vote contribuent à mieux nous faire comprendre les limites que la technologie du vote imposent à l‘expression d’une voix politique, dans une période où le système politique est en train de s’institutionnaliser et les métiers politiques en train de se professionnaliser. / While Chile’s electoral democracy slowly starts to forsake its Portalian stamp, the question about the reforms on vote’s rituals and techniques become crucial. Electoral Reform in 1874 is usually quoted as the first step of democratization rule. Nevertheless, the long list of doubts that opens up alongside with innovation, oblige us to question the relationship, typically presumed, between technological and democratic innovation. In order to examine this problematic issue, our thesis explores the successive transformation of the legal frame, the iconic discourse and the general representation of vote, through a historical-sociological point of view. The study of controversies in this field, the debate and the different representations of the act of vote, help us to deeply understand the limits impose by vote`s technologies to the expression of a political voice, in a time where political system are in process of becoming institutions and to become a politician evolves into a professionalization process.

The objective of this study is to investigate how the phenomenon called the strategic vote is manifested in the legislative elections in France and Sweden. In order to gain knowledge in this domain of study, recent studies and well-established theories within the political science have been observed. The theory of the psychological factor, composed by the French political scientist Maurice Duverger lays the basis of the theory of the strategic vote, which is the central theory for this thesis, mostly defined by Gary W. Cox in Making votes count: strategic coordination in the world’s electoral systems (1997). The main question of research is as follows: “How does the strategic vote manifest itself amongst the voters in the legislative elections of the proportional electoral Swedish system and the majority electoral French system?” The following questions are follow-up questions to complement the main one: “Which are the effects of the strategic vote?” “Which are the differences in the French and Swedish legislative elections that are revealed throughout the interviews?” and “Is the validity of votes under the influence of the phenomenon of the strategic vote questionable?” The method used to obtain answers to the questions above is qualitative interviews with two groups of respondents: one group of respondents of French nationality and another group with respondents of Swedish nationality. The results of the study show that strategic voting in France is mostly due to the two-ballot system that is applied in the French electoral system, where the second ballot is the source to most of the strategic voting in France. The Swedish voters, however, first and foremost vote strategically by reason of the electoral threshold of 4 % that is employed in the Swedish electoral system. The effects of the strategic voting in the concerning states, found in this study are identical: an overrepresentation of the bigger political parties and an underrepresentation of the smaller political parties. Differences in the legislative elections of the countries, France and Sweden, which were revealed during the interviews are differences in electoral participation due to the structure of elections on the various levels, such as municipal, regional and legislative and so forth. The third follow-up question, being of a more philosophical nature, lead to two positions: an idealist and a realist one. Through the results found in this study, the idealist position is the preferred position, in order to respect and achieve the democratic ideals on which the democratic states France and Sweden are based.