Jonathan Zittrain is a Professor of Law at Harvard Law School, is a co-founder of the Berkman Center for Internet & Society and served as its first executive director from 1997-2000.

Zittrain's research includes digital property, privacy, and speech, and the role played by private "middlepeople" in Internet architecture. He has a strong interest in creative, useful, and unobtrusive ways to deploy technology in the classroom. He has wriiten a book  The Future of the Internet- And How to Stop It.

Education: Harvard Law School, J.D.; Harvard University John F. Kennedy School of Government, M.P.A.; Yale University, B.S. Cognitive Science and Artificial Intelligence

The right to information is the most promising tool to combat corruption in the world today, inspired by which more than 80 countries now have right to information laws and 50 more are considering proposals.  Based on his experience with India's right to information movement, Vivek will discuss ways in which ICT tools could be designed in ways that could strengthen people's movements to combat corruption.

Vivek Srinivasan recently graduated from Maxwell School of Syracuse University.  His work seeks to understand why there is a high political commitment to delivering public services in Tamil Nadu, a southern Indian state.  Prior to this, he worked with the Right to Food Campaign and with the National Alliance for the Fundamental Right to Education in India.  He has recently started a project with Intel create online tools to monitor the implementation of India's new right to education law.

He will be starting the position of Program Manager for the Program on Liberation Technology at Stanford University in late January 2011.

Abstract

Drawing on data from summer 2008, I will compare top U.S. political blogs on the left and right. The comparison shows significant cross-ideological variations. Sites on the left adopt different, and more participatory technical platforms; comprise significantly fewer sole-authored sites; include user blogs; maintain more fluid boundaries between secondary and primary content; include longer narrative and discussion posts; and (among the top half of the blogs in our sample) more often use blogs as platforms for mobilization. The news producer/consumer relationship is more attenuated  on the left wing of the political blogosphere than the right. The practices of the left are more consistent with the prediction that the networked public sphere offers new pathways for discursive participation by a wider array of individuals; meanwhile, the practices of the right suggest that a small group of elites may retain more exclusive agenda-setting authority online. The cross-ideological divergence indicates that the Internet can equally be adopted to undermine or to replicate the traditional distinction between the production and consumption of political information. Moreover, the findings imply that the prevailing techniques of domain-based link analysis used to study the political blogosphere are misleading. These findings have significant implications for the study of prosumption and for the mechanisms by which the networked public sphere may or may not alter democratic participation relative to the mass mediated public sphere. 

Yochai Benkler is the Berkman Professor of Entrepreneurial Legal Studies at Harvard, and faculty co-director of the Berkman Center for Internet and Society. Before joining the faculty at Harvard Law School, he was Joseph M. Field '55 Professor of Law at Yale. He writes about the Internet and the emergence of networked economy and society, as well as the organization of infrastructure, such as wireless communications. In the 1990s he played a role in characterizing the centrality of information commons to innovation, information production, and freedom in both its autonomy and democracy senses. In the 2000s, he worked more on the sources and economic and political significance of radically decentralized individual action and collaboration in the production of information, knowledge and culture. His work traverses a wide range of disciplines and sectors, and is taught in a variety of professional schools and academic departments. In real world applications, his work has been widely discussed in both the business sector and civil society.

Information and communication technology platforms have transformed many aspects of modern life for many individuals around the world. They have revolutionized the realms of commerce, sociability, and even production. The realm of politics and governance, however, is more resistant to ICT revolutions. In this paper, we argue that there are fundamental dis-analogies between politics and these other realms that make the pace of innovation, and to the incidence of transformative ICT platforms, much lower. Instead of looking for "the next big thing," those who wish to understand the positive contribution of ICT to political problems such as public accountability and public deliberation should focus on incremental rather than revolutionary dynamics. We examine these incremental dynamics at work in six important ICT-enabled political accountability efforts from low and middle-income countries (Kenya, Brazil, Chile, India, Slovakia).

Archon Fung is the Ford Foundation Professor of Democracy and Citizenship at the Harvard Kennedy School. His research examines the impacts of civic participation, public deliberation, and transparency upon governance. His books include Full Disclosure: The Perils and Promise of Transparency (Cambridge University Press, with Mary Graham and David Weil) and Empowered Participation: Reinventing Urban Democracy (Princeton University Press). Current projects examine democratic reform initiatives in regulation, public accountability, urban planning, and public services. He has authored five books, three edited collections, and over fifty articles appearing in journals including American Political Science Review, Public Administration Review, Political Theory, Journal of Political Philosophy, Politics and Society, Governance, Journal of Policy and Management, Environmental Management, American Behavioral Scientist, International Journal of Urban and Regional Research, and Boston Review.

Foreign Affairs editor Gideon Rose will describe how the United States has failed in the aftermaths of every major 20th-century war-from WWI to Afghanistan-routinely ignoring the need to create a stable postwar environment. He will argue that Iraq and Afghanistan are only the most prominent examples of such bunging, not the exceptions to the rule. Rose will draw upon historic lessons of American military engagement and explain how to effectively end our wars.

Gideon Rose is  the editor of Foreign Affairs. He served as managing editor of the magazine from 2000 to 2010 . From 1995 to December 2000 he was Olin senior fellow and deputy director of national security studies at the Council on Foreign Relations (CFR), during which time he served as chairman of CFR's Roundtable on Terrorism and director of numerous CFR study groups. He has taught American foreign policy at Columbia and Princeton Universities. From 1994 to 1995 Rose served as associate director for Near East and South Asian affairs on the staff of the National Security Council. From 1986 to 1987, he was assistant editor at the foreign policy quarterly The National Interest, and from 1985 to 1986 held the same position at the domestic policy quarterly The Public Interest. Rose received his BA from Yale University and his PhD from Harvard University.

"Teaching Human Rights" is a series of events beginning at Stanford during the 2010-11 academic year. The series is organized by the Program on Human Rights of the Center on Democracy, Development, and the Rule of Law and supported by the Center for Teaching and Learning.

The series will:

• Complement the growing attention to human rights across academic disciplines and professional schools with a practical, multidisciplinary discussion focused on the classroom.
• Help Stanford-affiliated graduate students and teaching assistants/fellows prepare to teach human rights topics during their graduate career and beyond. For example, the series will address the issue of balancing the tremendous breadth of conceptual and historical material a human rights course could potentially cover with opportunities for active learning and students' reflections on their own values.
• Provide Stanford faculty with pedagogical support for incorporating human rights themes into courses in various disciplines, and encourage a classroom-centered dialogue between the disciplines and schools.