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Empowered Participation: Reinventing Urban Democracy


reviewed by Horace R. Hall August 10, 2006

coverTitle: Empowered Participation: Reinventing Urban Democracy
Author(s): Archon Fung
Publisher: Princeton University Press, Princeton
ISBN: 0691126089, Pages: 306, Year: 2004
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In Empowered Participation: Reinventing Urban Democracy, Archon Fung critically examines the functionality of participatory democracy as a school-reform strategy.  Using six case studies based in various Chicago neighborhoods, Fung offers clear and viable examples of what community governance looks like beyond the abstract and theoretical.  Initiated in 1996, Fung’s research incorporates an abundance of quantitative data along with the voices of community constituents—parents, teachers, principals, and police—who struggle collectively to make democracy a living practice.  This book parallels other featured works by Fung which include: Democracy at Risk: How Political Choices Undermine Citizen Participation and What We Can Do About It and Deepening Democracy: Institutional Innovations in Empowered Participatory Governance. The work Fung presents makes a distinctive contribution to the existent research literature and becomes part of authentic and evocative discussions on group dialogue and civic engagement also explored by such scholars as Noam Chomsky, John Gastil, A. S. Neill,... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: August 10, 2006
http://www.tcrecord.org ID Number: 12653, Date Accessed: 10/19/2017 7:09:26 AM

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About the Author
  • Horace Hall
    DePaul University
    E-mail Author
    HORACE R. HALL is Assistant Professor of Education at DePaul University in the area of Educational Policy Studies and Research. Dr. Hall is also the founder and co-director of a youth mentoring program entitled, R.E.A.L. (Respect, Excellence, Attitude, and Leadership). His most recent publication, Mentoring Young Men of Color: Meeting the Needs of African American and Latino Students (Rowman & Littlefield, 2006) is based on his community work in the R.E.A.L. program and explores the use of school-based mentoring in the lives of adolescent males of color.
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