Society

FSI researchers work to understand continuity and change in societies as they confront their problems and opportunities. This includes the implications of migration and human trafficking. What happens to a society when young girls exit the sex trade? How do groups moving between locations impact societies, economies, self-identity and citizenship? What are the ethnic challenges faced by an increasingly diverse European Union? From a policy perspective, scholars also work to investigate the consequences of security-related measures for society and its values.

The Europe Center reflects much of FSI’s agenda of investigating societies, serving as a forum for experts to research the cultures, religions and people of Europe. The Center sponsors several seminars and lectures, as well as visiting scholars.

Societal research also addresses issues of demography and aging, such as the social and economic challenges of providing health care for an aging population. How do older adults make decisions, and what societal tools need to be in place to ensure the resulting decisions are well-informed? FSI regularly brings in international scholars to look at these issues. They discuss how adults care for their older parents in rural China as well as the economic aspects of aging populations in China and India.

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The transitions to democracy in the postcommunist region over the past decade and one-half share a common dynamic, featuring the interaction between two sets of factors. The first is the long-term development of both civil society and a liberal opposition. The second is more short-term: an expansion of international support for regime change, clear demonstration by mass publics that they reject incumbent illiberal regimes (through protests and voting), and the victory of the liberal opposition in competitive elections. Successful democratization in the postcommunist world, therefore, seems to rest upon mass mobilization, a supportive international environment, and a sharp break with the authoritarian past, rather than the model that emerged in Spain and parts of Latin America; that is, a largely domestic dynamic combining bargaining between incumbent and opposition elites and elections and policies in the early stages of transition that bridged the old and the new order.

This paper primarily deals with later postcommunist transitions to democracy. In particular, we compare the decisive turn to democratic politics in Slovakia in 1998 with a similar dramatic political turn in Serbia in 2000. Such a comparison is instructive because of the importance of the model of democratization that was developed and applied in these cases, and because of the insights these two countries offer as a consequence of variations in both political-economic context and the nature of their electoral revolutions.

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This coming July, Mexicans will not only have the chance to democratically elect a president, but more importantly, they will have the opportunity to endorse democracy. On July of 2000, Mexico had its first democratic elections after being ruled by a single party - PRI - for seventy one years. The question is not whether Mexico has transited to democracy, but rather, whether Mexicans - the government, the politicians, the media, civil society, and the citizens in general can sustain and consolidate the new democratic system.

With the intent of shedding some light on this question, Mexicanos at Stanford University, the John S. Knight Fellowships for Professional Journalists, and Yost House organized the conference "2006 Mexican Elections: A Challenge for Democracy." The event took place on Saturday March 11, 2006 in Stanford's Kresge auditorium.

The Center on Democracy, Development and the Rule of Law, The Charles F. Riddell Fund - Yost House, the Center for Latin American Studies, VPUE/DOSA - New Student Initiatives, Bechtel International Center, El Guiding Concilio - El Centro Chicano, Camacho Fund, ASSU Speakers Bureau, and United Airlines were co-sponsors of the conference.

The 2006 Mexican Elections conference proved to be wonderfully enriching for anyone with an interest in Mexican politics and/or in democratic consolidation. The conference consisted of three sections: a) a roundtable that discussed the role of the media in the 2006 electoral process; b) a keynote address given by one of the most respected figures in Mexican academia, the historian and essayist Enrique Krauze, on the progress that Mexico has achieved in the political arena in the last decade, and on the challenges that Mexicans will face in the coming 2006 presidential election; and, c) a political debate between representatives of the three main political parties in Mexico - PRI, PAN and PRD.

This report provides a brief summary of the main arguments addressed by each speaker, the most important themes and points of discussion that arose in each panel, a brief analysis of each section, and a conclusion.

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The university is a very highly institutionalized social form, in a global frame developed over many centuries. This helps account for some of its characteristics, as sociological institutional theory would suggest: its global standardization and spread; its extraordinary worldwide expansion in the modern period, and particularly the current "knowledge

society" period; and its success in retaining at least symbolic organizational unity. The high and fundamental institutionalization of higher education also helps explain the strength and consistency of its effects around the world, on individuals, stratification systems, and societies: higher education is a fundamental support for the expanded and globalized models of rationalized society that dominate the current world.

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In order to facilitate a subsequent operationalization of civil liberty, the paper attempts to define and ground civil liberty on the basis of liberal political philosophy/theory as this tradition provides fruitful conceptual distinctions and specifications and offers some interesting motivations for taking civil liberties into deeper consideration. Different clusters of perspectives are found in the literature and one these is identified as key to understand the character of civil liberty and the relationship between civil liberty and democracy. Thereafter, to specify was is plausibly meant by civil liberties, I introduce three historically significant forms of rights codifications, that is, agreements about rights put down in peace treatises on the background of religious wars between Catholics and Protestants; national declarations and constitutional provisions connected to the revolutions in the seventeenth century England and the late eighteenth century USA and France; and international conventions on human rights. As one cannot settle the question of the plausibility of civil liberties just by reference to their legal recognition, I turn to some of the justifications offered by liberal philosophers that are briefly confronted with some general critiques.

The paper concludes that there are good reasons to respect civil liberties and to narrow the focus to (modern, negative) liberal freedom understood as absence of state interference in certain personal exertion rights. On this background, five rights are selected to constitute the core of a civil liberty measure: freedom of opinion and expression; freedom of assembly and association; freedom of thought, conscience and religion; freedom of movement and residence; freedom of recourse to independent courts.

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Svend-Erik Skaaning
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Professor Kotkin is involved in a number of Princeton, academic and corporate activities. At Princeton, Professor Kotkin is currently the director of the Program in Russian Studies, Princeton University. He is also a member of the Advisory Board, Center of International Studies (2002), the Editorial Board and Trustees, Princeton University Press (2003) and a host of other organizations on campus.

In the academic field he is a member of the Social Science Research Council, Committee on Russia and Eurasia (2001) and has long been an editorial board member for International Labor and Working Class History (ILWCH, 1994), as well as acting in a number of other positions in Rem Koolhass Harvard Project on the City (2001), Kritika: Explorations in European and Eurasian History (1999), and many other organizations.

He is currently writing a book entitled Lost in Siberia: Dreamworlds of Eurasia. It's a study of the Ob River valley -- which runs from the Altai Mountains to the Arctic -- over seven centuries, based on local archives, and it combines approaches from the Annales school and from the twentieth-century avant-garde. His research interests range across Eurasia, from Japan to Britain, in the modern period, and include topics such as empire, nation building, political corruption, modernity and modernism.

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Stephen Kotkin Speaker Princeton University
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The defeat of the Aug 1991 coup attempt in Moscow marked one of the most euphoric moments in Russian history. Emboldened by liberalization under Soviet leader Mikhail Gorbachev, Russian society organized to resist this use of force by Kremlin dictators. The end of the Soviet dictatorship, however, did not lead immediately or smoothly to the creation of democracy in either Russia or in most of the other newly independent states that emerged after the USSR'S collapse. Of the many countries undergoing democratization in Latin America and southern Europe in the two decades before the Soviet collapse, the most successful cases were "pacted" transitions. In 2001, a decade after the Soviet Union's collapse, three clear regime types had emerged -- democracies, autocracies, and semi-autocratic, semi-democratic regimes in the reminder of the post-Soviet countries. After a decade of revolution and anarchy, Russians yearned for more stability.

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Harvard International Review
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Michael A. McFaul
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The democracy-promotion toolbox has been filled for more than two decades with various standard assistance programs, including technical support for reforming government agencies; training for lawyers, journalists, political party leaders, and trade unionists; direct financial aid for civil society organizations; and exchanges and scholarships for students. Today, the U.S. government, particularly the U.S. Agency for International Development (USAID) and an army of nongovernmental organizations (NGOs) often funded by USAID, the National Endowment of Democracy, or the Asia and Eurasia Foundations, continue to use such nonmilitary methods to promote democracy in dozens of countries around the world.

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The Washington Quarterly
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Michael A. McFaul
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Comparative educational research has influenced the development of the world society perspective as surely as the world society perspective has shaped research directions in comparative education. Rooted in neoinstitutional ideas emphasizing the extent to which actors and activities are profoundly constructed and influenced by their environments, the world society perspective imagines world models or blueprints of progress and justice that give rise to and increasingly standardize nation-states,

organizations, and individuals. The role of education and educationally certified professionals in the overall process of standardization is a core premise in this perspective and a recurring feature of comparative educational research motivated by this perspective. The universalistic character of these models and the formal rationality associated with them facilitates standardization, in aspiration and policy, if not always in practice. Simply put, what all of this means is that we increasingly live in a world in

which there are shared standards about who is a person, what constitutes an organization, and what does a nation-state look like. Furthermore, there is a sense that those entities not in the know can learn to become and act like proper nation-states, organizations, and individuals. How else can one explain the proliferation of expertise roaming the world with the latest word on learning to learn, benchmarking, accountability, transparency, democracy, civil society and other virtues de jour!

Much of the empirical research which situated the world society perspective on the comparative education map is well known and has been summarized elsewhere. Suffice it to say that the two global trends that serve as corner stones of the world society research edifice are the enormous expansion of educational enrollments at all levels and the expanded scope of the aims and uses of education and the plethora of educational organizations that embody and elaborate these purposes. Ours is truly a world certificational society. There are of course alternative ways of accounting for the rise and impact of the world certification society. And, these in turn have raised critiques of the world society perspective, critiques often centering on issues of agency and power. These critiques are not without merit, but unfortunately, they often lead to exaggerated and culture free understandings of agency and to oversimplified notions of power cum coercion which underestimate the authority and influence of world cultural models.

In this paper I first briefly reiterate some of the main ideas of the world society perspective and explore its roots in neo-institutional theories. Next, I identify a direction of future theorizing and research which both challenges and extends the world society perspective and comparative education research. I first propose to distinguish between institutionalized domains and contested terrains. A clearer understanding of the former is enhanced by the explicit recognition of the latter. Thirdly, I apply this distinction to the question of the role of education in the political incorporation process. The transformation of the masses into citizens via mass schooling is an established theme in comparative political sociology, which has strongly influenced key strands of world society driven research. Here I emphasize a second distinction, one between earlier issues of exclusion versus inclusion and current issues regarding the terms of

inclusion. Lastly, I reflect on the changing character of the polity to which one is offered membership in the education based incorporation process. Much of the literature continues to privilege the nation-state and national citizenship. But there is also an emerging literature on human rights and even human rights education. So, I conclude by distinguishing between national citizenship and world or transnational citizenship.

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FUAT KEYMAN is professor of International Relations at Koç University/Istanbul. He did his Ph.D in Carleton University, Canada, and pursued his study as a post-doctoral fellow in Wellesley College and Harvard University. He is the author of several books and articles on globalization, democratic theory and Turkish Politics. Among them are Globalization, State,Identity/Difference: Towards a Critical Social Theory of International Relations (Humanities Press, New Jersey, 1997), Turkey and Radical Democracy (Alfa, Istanbul, 2001) and State Problem in Turkey: Globalization, Nationalism and Democratization (Everest, Istanbul, 2003).

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Fuat Keyman Professor of International Relations Speaker Koc University, Turkey
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Alex Thier
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J Alexander Thier writes about the controversial case of Abdul Rahman, the 41-year-old Afghan who was facing the death penalty for converting from Islam to Christianity.

Divorce proceedings bring out the worst in people. When Abdul Rahman tried to get custody of his daughters in Kabul, Afghanistan, his wife's family told the court that he was unfit to care for his children because he had converted from Islam to Christianity some 16 years ago. A zealous prosecutor, hearing of the case, charged Mr. Rahman with apostasy, a crime punishable by death under some interpretations of Islamic law. If Mr. Rahman does not repudiate Christianity, the judge in the case has said, he will get the death penalty.

Mr. Rahman's case is a discouraging illustration of the uneasy balance between the democratic norms Afghanistan's Constitution enshrines and the conservative Islamic values its judiciary upholds. On the one hand, the Afghan Constitution states that "followers of other religions are free to exercise their faith and perform their religious rites within the limits of the provisions of the law," and it requires the state to adhere to the Universal Declaration of Human Rights, which clearly protects freedom of conscience and the right to change one's religion.

On the other hand, the Constitution also says that no law can be "contrary to the beliefs and provisions of Islam," and it gives judges broad power to interpret and apply Islamic law. Several schools of Islam do indeed prescribe the ultimate punishment for those who abandon the faith. And so Mr. Rahman's case may well come down to the interpretive leanings of the court.

Moderate Islamic jurists in some countries have attempted to balance or reconcile these often-conflicting interests. In Egypt, for instance, the Islamic Research Center decreed that although apostasy may be a crime, the time period for redemption is limitless - in other words, it is up to the individual, not the state, to adhere to divine will. The former chief justice of Pakistan, which has explicit anti-blasphemy laws, has written that the death penalty for apostasy is not required by the Koran and conflicts with other Islamic values.

Afghanistan's post-Taliban judiciary, however, has shown a propensity to use Islam as a political weapon. The country's chief justice, Fazil Hadi Shinwari, is a hard-line conservative associated with the Islamist parties of Abdul Rasul Sayyaf and Burhanuddin Rabbani. He has used the court as a bully-pulpit, issuing fatwas on a variety of issues outside his jurisdiction.

For instance, under Justice Shinwari's leadership the Supreme Court has variously attempted to ban co-education; tried to eliminate a rival to President Hamid Karzai from the 2004 elections; and jailed newspaper editors, all in the name of Islam.

In other words, the court has overstepped its bounds and contributed to the radicalization of Afghan politics in the process. To further his aims, Justice Shinwari has packed the lower courts with judges who have Islamic educations but no foundation in Afghan law or experience in the judiciary.

President Karzai has a unique opportunity to change this. Under the Constitution, Mr. Karzai must appoint a new Supreme Court this month, and he sent his slate of nine justices to Parliament for approval last week. Although the current chief justice has retained his position, there are some very promising choices among the eight other justices. They include known moderates, like the former chairman of the Judicial Reform Commission, Bahauddin Baha, and the deputy minister of justice, Qasim Hashimzai, who led a major corruption investigation involving members of President Karzai's cabinet.

These appointments mark President Karzai's first opportunity to compose Afghanistan's Supreme Court under a fully constitutional government. They are of momentous importance to the country's stabilization and the consolidation of its nascent democracy.

By creating a competent, professional and moderate judiciary, President Karzai will help to establish the rule of law. If, however, the court remains in the thrall of ideology and factionalism, Afghanistan's experiment in democracy will be compromised.

But the new judges will be powerless to reform the system unless they are given the political support and resources to do so. International involvement in Afghanistan's justice sector since 2001 has been inadequate. Both the Afghan government and its donors need a strategic vision for the judiciary's future and the political focus to make it a reality.

The new judiciary will need support to review the qualifications of the lower court judges, facilities to train new judges and functioning courthouses in the provinces. It will need to be able to share information, laws and legal decisions among officials throughout the country and to pay judges a living wage.

We must do more than simply react loudly to the most extreme cases, like that of Mr. Rahman. Instead, we must partner with the Afghans and other democratic governments in the Islamic world as they struggle to promote modernity and the rule of law. This means working with judicial systems on less controversial, bread-and-butter issues like criminal law and property disputes.

We have seen throughout the world, and in our own history, that competent and independent judges will stand up for the rule of law even when their decisions indict the powerful and defend the unpopular. Mr. Rahman's case should remind us of how important it is to help Afghanistan develop such judges if we want its democracy to succeed.

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