Identifying Democratic Distance in School Authority

• In Event: Democracy and Ethics

Abstract

This paper introduces the concept of democratic distance to evaluate how legitimacy diminishes as authority is delegated through layers of appointment in public education. While democratic theory often assumes that procedurally elected bodies confer legitimacy, less attention is paid to how authority is transferred and exercised in complex governance structures. Drawing on Christiano, Arendt, Mansbridge, and Ishimaru, the paper distinguishes between policy decisions and appointments as distinct outputs of democratic authority. It argues that legitimacy must be assessed not only by procedural origin but also by the relational and participatory quality of institutional action. The paper concludes by proposing strategies for reducing democratic distance and renewing substantive legitimacy in appointed roles within education governance.

Author

• Thomas J Capretta, The Ohio State University