English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Zendy Open

Presents the pdf analysis as premium feature

PDF Analysis

Insights

Presents the summarisation as premium feature

Summarisation

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the zaia usage as premium feature

ZAIA

Zendy Tools

Zendy Plus

Presents the access of premium content as premium feature

Premium Content

This article seeks to enrich the normative debate on the advantages and drawbacks of direct democracythrough an empirical analysis of individual learning about the contents of ballot propositions during campaigns.Following the knowledge gap paradigm, this article examines the factors that prevent socio-economic-knowledge inequalities among citizens from increasing. I argue that ballot propositions of low complexityexert a moderating influence, since such environments provide citizens with easy learning situations.The empirical analysis, based on panel survey data on three federal level votes that took place in Switzerlandfrom 2006 to 2008, supports the issue complexity hypothesis.

What prevents knowledge inequalities among citizens from increasing? Evidence from direct-democratic campaigns in Switzerland