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Participation and Democracy: Dynamics, Causes ... - Jacobs University

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Figure 8-2:<br />

1.0<br />

Elite-Challenging Activities (WVS 2000-2005) <strong>and</strong> <strong>Democracy</strong> Stock<br />

0.9<br />

NZ<br />

Elite-challenging activities, in %<br />

0.8<br />

0.7<br />

0.6<br />

0.5<br />

0.4<br />

0.3<br />

0.2<br />

0.1<br />

Swe Switz<br />

Aus<br />

Can<br />

Fra<br />

Bel Nor<br />

USA<br />

GB<br />

Den<br />

Gre<br />

Jap<br />

Czech<br />

Italy<br />

Slovak<br />

Ire N-Ire<br />

Braz<br />

Aut<br />

Lux<br />

Ice<br />

E-Ger<br />

W-Ger Fin Neth<br />

Alba<br />

Spain<br />

Isr<br />

Malt<br />

Croa<br />

Mali<br />

Peru<br />

Lat<br />

Slov<br />

S-Kor<br />

Ind<br />

Lith Monte Tanz<br />

Cyp<br />

Serb<br />

Eth Maced<br />

Uru<br />

Ugan<br />

Rus<br />

Mex Bu-Fa<br />

Tr & To<br />

Bos<br />

Arg Por<br />

Est Zam<br />

Pol<br />

Mold<br />

Chi<br />

Mor<br />

Nig<br />

Colom<br />

Ukr Bul Indon<br />

Ven<br />

S-Afr<br />

Hun<br />

Bang<br />

Guat<br />

Tur<br />

Gha<br />

Tai<br />

Rom<br />

Jord<br />

Singa<br />

Malay<br />

Thai<br />

0.0<br />

-600.00 -400.00 -200.00 0.00 200.00 400.00 600.00<br />

<strong>Democracy</strong> Stock (1900 - 1995)<br />

N=78, R = 0.73 *** . <strong>Democracy</strong> Stock is measured between 1900 <strong>and</strong> 1995.<br />

National Affluence: GDP per capita<br />

Socioeconomic development is at the core of modernization theory, <strong>and</strong> it should be<br />

positively linked with elite-challenging activities. For one, modernization leads to a<br />

growing number <strong>and</strong> greater variety of interest groups <strong>and</strong> other associations, forming<br />

denser networks of activists <strong>and</strong> supporters. Such associational networks are conducive to<br />

mobilization <strong>and</strong>, as chapter 6 has shown, positively linked with elite-challenging<br />

activities. Another important factor is that socioeconomic development promotes an<br />

expansion of education (“educational revolution”). Information <strong>and</strong> knowledge become<br />

available to the wider public, making people more interested <strong>and</strong> aware about what is<br />

happening in their neighborhoods, cities or countries. At the same time, citizens who<br />

acquire these skills become also more confident about using their resources to articulate<br />

<strong>and</strong> promote their interests. As a result, the knowledge <strong>and</strong> information gap between<br />

elites <strong>and</strong> citizens is slowly closing.<br />

147

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