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Political scientists have long wondered whether civic participation
can have spillover effects - that is, whether civic participation
in one particular domain of public life can lead to more
participation in other areas. This book argues that participation
can indeed be generative. New participants in participatory
governance initiatives can acquire new skills, apply them to new
areas of their lives, and join new organizations, even in very poor
regions. The evidence is based on a large survey - among the
broadest in its class - of participants in community-managed
schools (CMS) in rural Honduras and Alta Verapaz, Guatemala,
together with case studies and historical institutional analysis.
This study is thus more optimistic about the promise of
participation than other studies. While it recognizes that
participatory arenas are often constrained by features of program
design, local context, and national political problems, this book
shows that participation is not a dead-end affair. Participation
can breed new and unexpected forms of civicness, even in the most
unlikely settings.
To what extent does participation in one particular domain of
public life lead to wider participation in other areas? Through the
use of an unprecedented survey supported by case studies this book
explores how participatory governance in community-managed schools
can alter the civic and political behaviour of participants.
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