A Marx for the Managerial Revolution: Habermas on Law and Democracy

The early work of Jïrgen Habermas stressed the corrosive effects of the state and the market on the socio-cultural life-world. There could be no administrative creation of meaning. His more recent work argues that the system can redeem itself without sacrificing the emancipatory interests of humanity. However, this shift does not represent an abandonment of the revolutionary project of critical theory. On the contrary, the communicative model of proceduralist law-making is designed to promote the revolutionary transformation of Western civilization under the auspices of managerial and administrative elites. The radical ideal of cosmopolitan democracy becomes an essential ingredient in the effective management of a complex socio-economic system operating on a global scale. The demos in Habermas's vision of radical democracy is not the people of any particular nation but humanity at large. As a consequence, the proceduralist model of law-making provides the philosophical justification for a bizarre social experiment which aims to dissociate Western nation-states from their core ethno-cultural identities.     

Response to Peter Shergold

Andrew Podger wrote an article in the June 2007 AJPA entitled ‘What Really Happens: Department Secretary Appointments, Contracts and Performance Pay in the Australian Public Service’. Dr Peter Shergold replied to his criticisms in the September issue of AJPA. This short response from Podger is the final rejoinder. In a second paper following this rejoinder the present Australian Public Service Commissioner comments on public service independence today.     

The impact of governance on education inequality: Evidence from Bangladesh

Bangladesh has made remarkable progress in increasing education access in the last 20 years. However, substantial inequalities in educational attainment remain even though equity in education is a central government objective. The article argues that weaknesses in education sector governance are crucial to understanding these persistent inequalities. At the level of the budget, anti‐poor biases in allocation decisions are shown to be the result of the budget's role in political management and the lack of effective accountability mechanisms. The spearhead of government attempts to address education inequality at the primary level has been the conditional cash transfer programme for poor children. The article shows that the programme has failed to target the poor and suggests that this has been due to the weaknesses and contradictions in the governance of the programme. Strengthening the links between policy and implementation through improvements in the governance of the sector are crucial if inequality is to be addressed and national education goals achieved. Copyright © 2009 John Wiley & Sons, Ltd.