2012
DOI: 10.3989/ris.2012.01.30
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What can ethnography bring to the study of deliberative democracy? Evidence from a study on the impact of participation on actors

Abstract: ¿Qué puede aportar la etnografía al estudio de la democracia deliberativa? evidencias procedentes de un estudio sobre el impacto de la participación en los actores Julien Talpin Julien.talpin@univ-lille2.fr CNRS/Ceraps. France absTracT the study of the individual effects of participation has mainly focused on the impact of deliberation on actors' preferences, mostly based on quantitative and experimental research. i argue here that ethnography, based on a praxeologic and process approach, can offer broader res… Show more

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Cited by 6 publications
(6 citation statements)
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References 25 publications
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“…Municipal data [check] Qualitative + descriptive quantitative Political and social learning Department for Communities and Local Government Government evaluation Wu 2011 [ 46 ] China Interviews ( n = 15), Survey ( n = 547) Qualitative Political and social learning China Development Research Foundation (CDRF) Chinese central government, People’s Bank of China Academic investigators Bassoli 2012 [ 48 ] Italy Survey 3 wave (2002/3 n = 12; 2005 n = 4; 2007/9 n = 9) Qualitative Democratic characteristics of PB schemes: inclusion, participation, the role of the opposition, and transparency. None stated Academic investigator Luchmann 2012 [ 42 ] Brazil Focus group PB delegates and councillors, survey ( n = 47) Qualitative Political and social learning CNPq (Conselho Nacional de Pesquisa / National Research Council) Academic investigator Talpin 2012 [ 38 ] Italy Interviews ( n = 12), participant observation at 54 PB meetings Qualitative Participation in PB. Political learning.…”
Section: Resultsmentioning
confidence: 99%
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“…Municipal data [check] Qualitative + descriptive quantitative Political and social learning Department for Communities and Local Government Government evaluation Wu 2011 [ 46 ] China Interviews ( n = 15), Survey ( n = 547) Qualitative Political and social learning China Development Research Foundation (CDRF) Chinese central government, People’s Bank of China Academic investigators Bassoli 2012 [ 48 ] Italy Survey 3 wave (2002/3 n = 12; 2005 n = 4; 2007/9 n = 9) Qualitative Democratic characteristics of PB schemes: inclusion, participation, the role of the opposition, and transparency. None stated Academic investigator Luchmann 2012 [ 42 ] Brazil Focus group PB delegates and councillors, survey ( n = 47) Qualitative Political and social learning CNPq (Conselho Nacional de Pesquisa / National Research Council) Academic investigator Talpin 2012 [ 38 ] Italy Interviews ( n = 12), participant observation at 54 PB meetings Qualitative Participation in PB. Political learning.…”
Section: Resultsmentioning
confidence: 99%
“…Twenty-three evaluations were case studies providing descriptive analyses of single ( n = 10) or multiple ( n = 13) instances of PB. The methods used for these case studies included participant observation ( n = 9) [ 34 38 ], interviews ( n = 15) [ 18 , 34 – 46 ], surveys of PB participants and PB officials ( n = 14) [ 18 , 19 , 34 37 , 39 , 42 , 46 – 51 ], or descriptive analysis of municipal data ( n = 6) [ 17 , 19 , 20 , 40 , 41 , 43 ], fifteen studies applied various combinations of these methods.…”
Section: Resultsmentioning
confidence: 99%
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“…Finally, regarding our third objective, that is examining the progress of the final prototypes results from these interactions, it is interesting to know what advance progress has been made in relation to the initial objectives. Works such as Talpin's () argue that experiences with disappointing or frustrating results feed cynicism and reinforce negative stereotypes, whereas positive results increase commitment and trust while incorporating new argumentative skills and repertoires.…”
Section: Literature Review and Theorymentioning
confidence: 99%
“…Por ejemplo, a través de un estudio en experiencias de presupuesto participativo, Talpin (2012) identifica cuatro vías de transformación: a) los participantes que acaban cayendo en la frustración política; b) aquellos que se convierten en «ciudadanos expertos» con amplios conocimientos sobre el funcionamiento de la administración; c) otros que se introducen en el mundo del activismo social a raíz de su experiencia; y d) otros que son cooptados o ascienden dentro de los partidos políticos locales. Otros estudios han desarrollado las competencias cognitivas, cívicas o relacionales que los participantes adquieren tras la participación en estos procesos (Talpin, 2012b;Pincock, 2012;Talpin, Funes y Rull, 2014;Funes, 2016).…”
Section: Cambios En El Contexto Político Localunclassified