Governments across the Global South have decentralized a degree of power to municipal authorities. Are local officials sufficiently knowledgeable about how to execute their expanded portfolio of responsibilities? Past studies have focused on whether citizens lack the requisite information to hold local officials accountable. We instead draw on extensive fieldwork and a novel survey of small-town politicians in India to show that local officials themselves have distressingly low levels of procedural knowledge on how to govern. We further show that procedural knowledge shapes the capabilities of officials to represent their constituents and that asymmetries in knowledge may blunt the representative potential of these bodies. Finally, we show that winning office does not provide an institutionalized pathway to knowledge acquisition, highlighting the need for policy-based solutions. Our findings demonstrate the importance of assessing knowledge deficits among politicians, and not only citizens, to make local governance work.

Historically, elite schools have selected students in ways that reproduce advantages for dominant groups and exclude groups deemed undesirable. The specific outgroup in question has changed over time, but the underlying logic used to exclude these groups is often related to disability. Yet, disability as a social category has received minimal attention in discussions of elite reproduction. In this article, we draw on qualitative data collected from elite independent pre-K–12 schools to show that disability is indeed a salient basis of selection into elite educational environments, one that begins at the earliest moments of educational sorting: admission to elite early childhood programs. Through interviews with admissions personnel, we show that elite independent schools explicitly structure their admissions processes to identify—and exclude—children who are perceived as having or being at risk of developing any type of disability, regardless of impairment type or support needs. We argue that admissions practices at elite independent schools (1) serve as a form of social closure intended to restrict enrollment to young children perceived as able-bodied and neurotypical, and (2) represent a case of essentializing merit, in which elite gatekeepers construct merit as an intrinsic, rather than achieved, property of individuals.