参与式治理与代议制民主之间的张力与平衡——欧洲地方民主改革实践及其借鉴

20世纪90年代以来,在欧洲地方民主改革中参与式治理与代议制民主的同时并存产生了既互补又冲突的复杂关系.两者之间的张力主要体现于政策实践中的各自为政;决策者难以适应参与式治理改革;地方议会处于两难困境以及公民参与自身的局限性.很多欧洲国家的地方政府一直着力协调参与式治理与代议制民主之间的紧张关系,在地方议会与政府行政的权力关系、地方议员的角色作用以及治理创新与过程管理之间寻求新的平衡.梳理西方学者对参与式治理与代议制民主的关系研究,有助于借鉴西方地方民主改革的经验与教训,以促进我国的地方民主治理.     

逆向参与:内涵、意义及前提

逆向参与是行政管理者发挥主动性和前瞻性思维的结果,是参与式民主的创造性运用。作为一种新型的自上而下的公共参与和决策模式,逆向参与有助于行政管理者重塑责任认知和强化责任意识;有利于政府科学和民主地决策;有助于促进政府与社会公众之间平行的服务和治理关系的形成。但需要实践者辩证性和前瞻性的认识,逆向参与是试图对公民参与的完善和补充,而非否定,其具有的理论和实践价值在公共参与实践的未来发展中将会展现出来。     

公民网络问责背景下地方政府公共决策的困境及其对策

我国公民网络问责对地方政府传统公共决策模式提出了挑战。地方政府处置失当极易引发公共决策困境,甚至导致公共安全事件。若干典型案例表明,公共决策困境中的公众网络参与逻辑如下:公民网络参与是公共决策合法性的重要来源;网络舆论失控是公共决策困境的重要原因;理性的公民网络参与有助于走出公共决策困境。为此,在网络信息时代,地方政府要走出公共决策困境,其对策思路如下:确立多元化民主参与理念、确保公共决策中公民充分而有效的参与、重建地方政府的网络舆论话语权和提升网络治理能力等。     

从"管理"到"治理"--面向信息时代的政府职能创新

电子政务的施行将全面地推动我国政府职能从管理走向治理,从而实现政府职能的创新。这一趋势包括:在目标模式上,强调以"善治"作为理想的追求;在政府与公民关系模式上,强调以公民为中心;在内容模式上,强调服务职能;在管理模式上,强调法治方式。电子政务的这种发展将会对我国政府在行政职能、政府结构、行政方式等诸多方面产生重要的影响,从而推动我国的政府由"管理"走向"治理",进一步地为我们建设电子政务规划未来的蓝图。     

行政决策法治化问题探析

作为行政法领域的核心问题,行政机关权力行使的正当性问题是一个逻辑上包含于法治国家目标的命题。我国行政决策模式经历了管理主义模式到参与式治理模式的转变,探寻法治政府和程序正义理论下行政决策法治化的要求,并试图从信息公开、公众参与和专家咨询等几个方面对促进行政决策法治化提出建议。     

地方政府公信力的流失与重塑——多元协同治理的视角

地方政府公信力流失是导致地方治理失效的重要原因,而地方政府职能建设滞后于社会发展,地方政府与社会合作互动模式不成熟又是导致地方政府公信力流失的主要原因.重塑地方政府公信力需要变革政府对市场和社会的单向管控模式,不断明晰政府与社会的关系,培育多元治理主体;不断拓宽政治参与渠道,健全公民治理机制;不断加强公民治理与地方政府治理的合作互动,探索政府、市场和民间组织的多元协同治理之道.     

重构教育新秩序:中国教师协会与教育治理

通过组建"中国教师协会"参与教育治理来重构我国教育新秩序实属必要.教师协会参与教育治理的理论基础包括:社会公民理论、政府失灵理论、新公共管理理论、治理理论、新公共服务理论.教师协会参与教育治理的主要领域包括:参与推进教育民主化的进程、叁与政府的公共教育服务活动渗与为教育发展提供专业服务活动、参与改变不合理的教育决策、参与和促进教育体制改革与制度创新.     

论高校学生会组织创新

借鉴盖伊·彼得斯的政府创新模式,从理论上探讨了"家庭式"、"灵活反应式"、"准市场化"、"参与式"高校学生会组织创新四大模式,并从实践上提出了观念创新、制度创新和技术创新的任务.     

生态型政府:中国政府范式转变的新方向

生态型政府是当代政府为自觉适应生态环境的变化而进行的治理范式转变和创新.当前我国生态型政府的构建面临着许多困境,需要从执政理念、法律法规、体制机制、职能转换、评价体系、治理模式等方面进一步改革和创新.树立生态优先理念,完善相关法律法规,创新生态管理体制,增强生态管理职能,健全政府考核体系,优化政府治理模式,推进公民生态教育,是构建生态型政府的必然选择和基本思路.     

多元共治:社区治理创新模式探究——以厦门市海沧区为例

介绍多元共治社区治理理念,通过研究厦门市"美丽厦门,共同缔造"行动,对厦门市海沧区三个不同类型社区的治理模式进行深入考察和分析,总结其社区多元共治的创新实践经验。在此基础上提出社区多元共治治理模式的发展路径:构建多元共治治理体制,实现政府与社会的协调互动;构建多元共治治理平台,实现多元主体多维度互动;激发社会活力参与社区治理的可持续性,推动多元共治模式;培育社区居民的公民精神,提高共同治理社区的积极性。     

当代地方治理研究：回顾与展望

自20世纪80年代起,伴随着地方治理运动的兴起和我国改革开放的展开,地方治理理论取得了很多成果。回顾以往的研究成果,可以看出,当代地方治理研究一直围绕着如何实现对地方良好有序的治理,实现地方层面的良治而进行。以分权化为制度基础的改革,作为首要治理主体的地方政府的重组和多中心治理主体构建的参与式网络。是目前国内外学者对地方治理运行路径的研究焦点。相较于国外,我国的地方治理研究起步较晚。如何规范、弥补研究中的不完善之处是一个值得思考的问题。未来国内地方治理研究要在概念明晰化的基础上,扩展研究的客体和场域,注重研究方法的创新,使地方治理理论更具解释力。     

“参与式”治理: 有效化解民族地区参与紧张的路径选择———以贵州省长顺县凯佐乡“参与式”治理实践为例

我国乡村民主政治建设不应停留在三年一次的村委会选举层面,而应创新制度与模式,拓展参与渠道,在治理过程中吸纳参与,从而化解各种无序参与带来的紧张。基于此,文章在剖析“参与式”治理理论的基础上,以贵州省长顺县凯佐乡“参与式”治理实践为个案,考察了村民在政策过程中的参与状况,指出了“参与式”治理模式是一条有效化解民族地区参与紧张的路径选择。     

Breaking through boundaries with PAR – or not? A research project on the facilitation of participatory governance through participatory action research (PAR)

ABSTRACT

In this paper, two researchers reflect on the institutional space for participatory governance in a participatory action research (PAR) process that was initiated by the Ministry of Education, Culture and Science (ECS) in the Netherlands. It was implemented in two schools by researchers contracted by the ministry. The project’s aim was to explore possibilities for involving schools in policy processes using PAR. We conclude that PAR sheds light on the communication strategies, power and authority balances, and meaning of participation among the participants. The attempt to break through traditional hierarchies generated new insights into the institutional space at both the participating schools and the government institutions that can be used to create participatory approaches to governance. The researchers were the bridging actors between the schools and the government institutions. While previous research showed that a bridging actor can play a positive role as an objective party who is able to deliberate between the participants, we found that it impeded the creation of a participatory governance space.     

Does decentralisation enhance a school’s role of promoting social cohesion? Bosnian school leaders’ perceptions of school governance

This study seeks to understand whether and how decentralised school governance in Bosnia and Herzegovina (BiH) enhances the schools’ role of promoting social cohesion. This includes increasing “horizontal” trust among different ethnic groups and “vertical” trust between civilians and public institutes. The study examined secondary school leaders’ perceptions regarding school board influence on social cohesion policies and practices, their interactions with school board members, and their accountability to the school-based governing body. The results show that school leaders and school boards, supposedly representing the interests of local stakeholders, did not appear to be actively engaged in the deliberate process of promoting social cohesion. While school directors tended to view themselves as being independent from the school boards, ethnically diverse school boards provided important support to proactive school leaders for their inter-group activities. Given that the central level is not providing initiatives to promote social cohesion and that BiH citizens appear to generally support social cohesion, decentralised school governance has the potential to improve social trust from the bottom up. To promote participatory school governance, the study recommends that BiH school leaders should be provided with opportunities to re-examine and redefine their professional accountability and to assist local stakeholders to improve their involvement in school governance.     

治理理论视角下教育管理运行机制的改革

治理理论倡导治理主体的多元化,治理主体间的合作式伙伴关系,治理手段的多样化以及治理运行机制上的责任性、公开性、透明性、有效性等,这些对于建立和完善我国教育管理的问责机制、参与机制、公开机制、协调机制等都有很大的启发和借鉴意义。     

Participative planning of environmental education activities: experiences from tree planting project at a teacher training college in Tanzania

Engaging local actors in Environmental Education activities seems to be an important condition for environmental sustainability. Lack of common purpose among local and external researchers constrains the engagement. Following these insights, we implemented a participatory action research project related to tree planting as part of creating an Environmental Education programme at Ilonga Teacher Training College, surrounding primary schools and villages. The purpose of the initial phase of the project was to contextualize an action plan as a strategy to engage local actors in the change process from the beginning of the project. The research questions were: How can we engage local actors in participatory action research addressing resource constraints for EE; and what are the results of the participatory planning process? To answer these questions, we mapped environmental resources and challenges in the chosen area. Thereafter, we organized an empowerment process through Focus Group Discussions and a workshop discussing the challenges and opportunities available for successful implementation of the project. These discussions formed the foundation for creating a plan for implementing the EE project. In this paper, we present the results of the planning strategies, and discuss factors contributing to the success of the initial phase of the project. We found that stakeholders’ trust and sense of project coherence were key motivating factors for the development of a collaborative planning process and learning through initial actions.     

Latina Mothers of Emergent Bilinguals as Policymakers? Barriers and Opportunities toward Critical Participation in LCAP

Understanding why and how stakeholders become involved in education governance, and with what consequence, is critical to the success of any equity-minded participatory policy. This area of inquiry is especially salient to California’s education law called the Local Control and Accountability Plan (LCAP). LCAP requires local district officials to include families of emergent bilinguals in deciding how to spend nearly $48 billion in education funds. Moreover, it specifically calls for the direct involvement of historically marginalized families, including parents of emergent bilinguals in setting and evaluating LCAP policy decisions. Findings from this study highlight the adversity, tension, and suppression faced by 10 Latina immigrant mothers (mamás) active in a district-level District English Learner Advisory Committee (DELAC). Despite the challenging environment, every mamá regards her involvement as important and intends to continue her advocacy work. Findings also highlight that active mamás do not share a common or clear understanding about LCAP or the role of parents in the new policymaking process – issues that can create barriers to authentic parent engagement in participatory policymaking processes. These issues, however, could be addressed if meaningful dialogue and deliberation opportunities were constructed between parents and district officials.     

浅析社会资本在政治发展中的功能性价值

文章从剖析帕特南的社会资本概念出发,分析社会资本蕴涵的特质,对政治发展具有一定的推动作用。在政治发展过程中,社会资本的功能性价值体现在:促进参与型政治文化的形成、政治民主的实现、政治效能的提高、善治的实现、政治稳定等方面。     

The case for democratic governance in Canada's community colleges

Although the tradition of bicameral governance is well established in Canada's universities, in no province do community colleges operate under a similar principle. In fact, there is no statutory role for college faculty in governance, either through a senate or a senate-like body. This article argues the case for greater democracy in the governance of colleges and, in doing so, analyzes the role of college governance. The conclusion reached is that, while more democratic and participatory governance may be argued on conceptual grounds, it would also improve morale, trust, and communication within the college sector.