Beyond Accountability: Political Legitimacy and Delegated Water Governance in Australia

Studies of delegated agencies commonly emphasize the importance of accountability for these unelected bodies to secure authority to govern. This article argues that beyond formal accountability measures, developing legitimacy through interaction with external stakeholders is critical to agency authority. In doing so, the article makes a distinctive contribution by applying a new conceptual model based on organizational sociology and identifying multiple dimensions along which legitimacy is lost and won, and hence authority secured. The article presents original findings from a case study of how the Murray–Darling Basin Authority, an Australian water agency established in 2007, attempted to achieve ‘political legitimacy’. Findings show that the Agency achieved legitimacy via appeals to common normative/ethical values and developing commonly used information and news outlets, despite facing opposition from stakeholders on the socioeconomic impact of its policies. The conclusion argues that the framework can usefully be applied to other agencies in ‘wicked problem’ policy areas

The double-design dilemma : political science, parliamentary crisis and disciplinary justifications

Two separate, but inter-linked, dilemmas have highlighted the importance of design-led thinking. First, the crumbling physical fabric of the Palace of Westminster has prompted a multi-billion rebuilding project, which will require the parliamentary studies specialism to engage with questions of design, space, and architecture. Separately, political science more generally has been challenged to utilize the insights of design-thinking and design-practice: a challenge to which it is culturally and methodological ill-equipped. This article considers what a design-led approach to political science looks like in theory, and in practice, in the case study of the Restoration and Renewal of the Palace of Westminster. This represents a first attempt at how such a fusion could be beneficial for both politics as theory and politics as practice. The main conclusion is that although design-orientated political science is not a panacea for the challenges of modern democratic governance – in intellectual or practical terms – it does appear to offer significant potential in terms of theoretically-informed but solution focused research

Education for future-oriented citizenship: implications for the education of twenty-first century competencies

Globalization and the knowledge economy have opened up worldwide agendas for national development. Following this is the emphasis on the social dimension, otherwise known as social capital. Much of social capital includes “soft skills” and “21st century skills”, which broadly cover critical, creative and inventive thinking; information, interactive and communication skills; civic literacy, global awareness and cross-cultural skills. Proactively, the Singapore government is preparing for Curriculum 2015, a new curriculum that would develop student attributes, embedded in the “confident person”, “self-directed learner”, “active contributor”, and “concerned citizen”. Significantly, a new curricular initiative, Character and Citizenship Education, emphasizes the integrative nature of citizenship and 21st century competencies and has been implemented in all schools in Singapore from 2011. This future-oriented approach to citizenship education emphasizes the significance of individual initiatives and the intellectual capital of citizens. This paper analyses features of this particular approach to citizenship education, and its strengths and significance, which may be viewed as an integrative “total curriculum approach” with a “whole-society” perspective. In addition, the challenges of teaching 21st century skills will also be highlighted. This departs from the conventional paradigm of socialization, but to help students develop attributes for a future society to come.Accepted versio

Citizenship and Citizenship Education in Zimbabwe: A Theoretical and Historical Analysis

Civics, citizenship, and citizenship education are currently issues of attention for a number of state education systems over the world. Yet, because civics and citizenship education are contested and controversial concepts, it is sometimes not clear as to what the intentions of state authorities are in introducing civics and citizenship education in the curriculum. This chapter discusses the position of civics and citizenship education in Zimbabwe. Firstly, it looks at the different theoretical conceptions associated with civics and citizenship. It then traces the historical position of this subject in the country’s education system focusing mostly on why the subject has taken different forms at various political stages. The chapter then focuses on the current position of civics and citizenship education in Zimbabwe as of 2018 and tries to respond to the question as to why it is the way it is. It concludes with a summary regarding the subject in the country