In 2017 the municipality of Amsterdam launched a programme to combat a housingshortage and realise ambitious societal goals for 32 of its most deprived neighbourhoods. After decades of urban renewal projects, these areas still scored poorly on most socio-economic indicators. The programme aims to develop more affordable housing for low- and middleincome households, to revitalise the existing public spaces of these neighbourhoods and to improve the residents’ socio-economic position. In addition, the progressive municipal council installed in 2018 intends to democratise urban renewal processes with the aim of increasing community involvement.
The question can be raised whether the principal effect of interactive policy development is to shore up a (creaking) democratic system or to destabilize its very foundations. In this article, a framework is presented for assessing the democratic credentials of interactive policy development. It is based on four views on how a democracy should work: instrumental or substantial democracy and direct or indirect democracy. Critics and advocates differ in their confidence that the intended aims can ever be realized. Based on extensive case study material of interactive local policy development projects collected between 1997 and 2001, the validity of the various arguments for or against interactive policy-making is analysed. The analysis indicates that whether interactive policy development undermines or sustains democracy depends principally on the extent to which divergences in the expectations of the various groups are made explicit and unrealistic or mistaken expectations are dispelled.
Effective teaching for democracy requires an understanding of the teaching methods and educational characteristics that are effective in interventions. In order to address this requirement, we conducted a systematic literature review. We used an extensive search syntax and snowballing method that allowed us to find n = 2093 unique publications. After a screening process, we have included 54 interventions in 51 different quantitative effect studies written between 2010 and 2020. We categorized these interventions into five types of teaching methods: instruction, small-group work, assignments, projects, and democratic decision-making. We analyzed what the educational characteristics (i.e., subject matter, classroom interaction, classroom management) of these interventions were and for which democratic competences (i.e., knowledge, attitude, skill, behavior) they were effective. Our results show that teaching methods have differential effects on democratic competences. We also discuss the robustness of these results. Our study shows that there is still much to be gained in terms of research designs, the conceptualization of democratic competences, and the description of teaching methods.
MULTIFILE
Denim Democracy from the Alliance for Responsible Denim (ARD) is an interactive exhibition that celebrates the journey and learning of ARD members, educates visitors about sustainable denim and highlights how companies collaborate together to achieve results. Through sight, sound and tactile sensations, the visitor experiences and fully engages sustainable denim production. The exhibition launches in October 2018 in Amsterdam and travels to key venues and locations in the Netherlands until April 2019. As consumers, we love denim but the denim industry, like other sub-sectors in the textile, apparel and footwear industries, faces many complex sustainability challenges and has been criticized for its polluting and hazardous production practices. The Alliance for Responsible Denim project brought leading denim brands, suppliers and stakeholders together to collectively address these issues and take initial steps towards improving the ecological sustainability impact of denim production. Sustainability challenges are considered very complex and economically undesirable for individual companies to address alone. In denim, small and medium sized denim firms face specific challenges, such as lower economies of scale and lower buying power to affect change in practices. There is great benefit in combining denim companies' resources and knowledge so that collective experimentation and learning can lift the sustainability standards of the industry and lead to the development of common standards and benchmarks on a scale that matters. If meaningful, transformative industrial change is to be made, then it calls for collaboration between denim industry stakeholders that goes beyond supplier-buyer relations and includes horizontal value chain collaboration of competing large and small denim brands. However collaboration between organizations, and especially between competitors, is highly complex and prone to failure. The research behind the Alliance for Responsible Denim project asked a central research question: how do competitors effectively collaborate together to create common, industry standards on resource use and benchmarks for improved ecological sustainability? To answer this question, we used a mixed-method, action research approach. The Alliance for Responsible Denim project mobilized and facilitated denim brands to collectively identify ways to reduce the use of water and chemicals in denim production and then aided them to implement these practices individually in their respective firms.
