Within subunits of a democratic federation, lasting political practices that restrict choice, limit debate, and exclude or distort democratic participation have been analyzed in recent scholarship as subnational authoritarianism. Once a critical number of citizens or regions band together in these practices, they can leverage illiberal efforts at the federal level. This timely, data-driven book compares federations that underwent transitions in the first, second, and third waves of democratization and offers a substantial expansion of the concept of subnational authoritarianism. The eleven expert political scientists featured in this text examine the nature and scope of subnational democratic variations within six large federations, including the United States, India, Mexico, Brazil, Argentina, and Russia. Illiberal Practices makes the case that subnational units are more likely to operate by means of illiberal structures and practices than as fully authoritarian regimes. Detailed case studies examine uneven levels of citizenship in each federal system. These are distributed unequally across the different regions of the country and display semi-democratic or hybrid characteristics. Appropriate for scholars and students of democratization, authoritarianism, federalism, decentralization, and comparative politics, Illiberal Practices sheds light on the uneven extension of democracy within countries that have already democratized. Contributors: Jacqueline Behrend, Andre Borges, Julian Durazo Herrmann, Carlos Gervasoni, Edward L. Gibson, Desmond King, Inga A.-L. Saikkonen, Celina Souza, Maya Tudor, Laurence Whitehead, Adam Ziegfeld

Globalization has become one of the most recurrent concepts in social and political sciences. More often than not, however, the concept is handled without much of a properly articulated theory capable of explaining its historical origin and expansion. For education researchers attempting to elucidate how global changes and processes affect their field of study, this situation is problematic. The Oxford Handbook on Education and Globalization brings together in a unique way leading authors in social theory and in political science and reflects on how these two distinct disciplinary approaches deal with the relation between globalization and education. Part I develops a firmer and tighter dialogue between social theory, long concerned with theories of globalization, and education research. It presents, discusses, and compares three major attempts to theorize the process of globalization and its relation to education: the neo-institutionalist theorization of world culture, the materialist and domination perspectives, and Luhmann's theory of world society. Part II analyses the political and institutional factors that shape the adoption of global reforms at the national and local level of governance, emphasizing the role of different contexts in shaping policy outcomes. It engages with the existing debates of globalization mainly in the field of public policy and comparative politics and explores the social, political, and economic implications of globalization for national systems of education, their organizations, and institutions.