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      Educating on democracy in a time of environmental disasters

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          Abstract

          The recent diffusion of democracy across the globe has led to an increase in the curiosity of scholars, policymakers and the public alike about the main principles and characteristics of democracy. Equally important are concerns over outcomes of democracy, especially responsiveness of democracy to environmental and citizens’ protection in times of disasters. This article aims to answer several questions about the understanding of principles and outcomes of democracy, and the complexity and variability of democracy across countries, which are still unanswered in the literature. Specifically, it adds to the scholarly debates on democracy and environmental disasters in three ways. First, it presents theoretical and empirical debates on definitions and principles of democracy and its progress worldwide. Second, it discusses the effect of democracy on environmental sustainability. Third, it focuses on the pre-eminence of responsiveness of democratic in comparison to non-democratic governments to environmental disasters, and the best pathways to education on democracy in a time of environmental disasters. The article concludes by highlighting the advantage of mechanisms and solutions of democracy in contrast to non-democracy to challenges in times of environmental disasters and to teaching about responses to environmental disasters.

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            The tragedy of the commons

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              The Transformation of the Western State: The Growth of Democracy, Autocracy, and State Power Since 1800

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                Author and article information

                Contributors
                Journal
                lre
                London Review of Education
                UCL Press (UK )
                1474-8479
                06 October 2021
                : 19
                : 1
                Affiliations
                Professor, Department of Environment and Sustainability and Department of Global Gender Studies, University at Buffalo, New York, USA
                Article
                10.14324/LRE.19.1.30
                Copyright © 2021 Barbara Wejnert

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

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                Figures: 4, References: 77, Pages: 16
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                Research Article

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                London Review of Education

                Volume 19, Issue 1

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