Susan Hyde is an Assistant Professor of Political Science and International Affairs at Yale University, where she is affiliated with the MacMillian Center and the Institute for Social and Policy Studies. She earned her Ph.D. from the University of California, San Diego in 2006, and has held fellowships at the Brookings Institution in Washington, D.C. and Princeton University's Niehaus Center for Globalization and Governance. Her research interests include international influences on domestic politics, elections in developing countries, international norm creation, election manipulation, and the use of natural and field experimental research methods. Her current research explores the effects of international democracy promotion efforts, and her research has been published in World Politics, Comparative Political Studies, Perspectives on Politics, the Journal of Politics. She has recently completed a book entitled The Pseudo-Democrat's Dilemma: Why Election Monitoring Became an International Norm.  She has served as an international observer with several organizations for elections in Albania, Indonesia, Nicaragua, Pakistan and Venezuela, and has worked for the Democracy Program at The Carter Center. She teaches courses on international organizations, democracy promotion, the global spread of elections, and the role of non-state actors in world politics.

CO-SPONSORED BY COMPARATIVE POLITICS

Symposium Outline

Ten years after President Bush attempted to reduce U.S. involvement in statebuilding, America and its allies are more heavily involved in it than ever before.  There simply are no viable alternatives to stabilizing fragile states. And yet the tremendous sacrifices we make to rebuild states too often produce regimes where corruption and other abuses of power prevail. In turn these undermine the legitimacy of the regimes and render stability ever more elusive.

The international community may share responsibility for creating this accountability gap. In Afghanistan, the rush to build up the power of the government and to respect its sovereignty have weakened constraints that would subject that power to the will of the Afghan people.

Amid struggles over flawed elections and corruption these past two years, practitioners on the ground have experimented with new approaches to close the accountability gap in Afghanistan. NATO military approaches to governance-led operations have been matched by parallel civilian efforts to work from the bottom-up in engaging Afghan communities and helping them seek solutions through the nascent institutions of the Afghan government. 

These efforts face an uphill challenge, but represent the best hope for closing an accountability gap that threatens all statebuilding efforts. This symposium at Stanford University will bring together practitioners and experts to share experiences and explore options to improve the contemporary practice of statebuilding.

Organizers

The symposium will be hosted by Larry Diamond, Director of the Center on Democracy, Development and the Rule of Law. Founded in 2002, CDDRL engages in research, training, and teaching, organizing policy dialogues aimed at increasing public understanding of governance and political development. In addition, CDDRL collaborates with scholars, policymakers, and practitioners around the world to advance collective knowledge about the linkages between democracy, sustainable economic development, human rights, and the rule of law.

The research team supporting the symposium is led by Ben Rowswell, a Visiting Scholar who is in residence at CDDRL during the 2010-2011 academic year to carry out the project entitled, Promoting Popular Sovereignty in Statebuilding. Rowswell is a Canadian diplomat on leave, who has recently served both as Director of the Kandahar Provincial Reconstruction Team and as Deputy Head of Mission for the Canadian Embassy in Kabul.  Promoting Popular Sovereignty in Statebuilding and the associated symposium have been made possible by a generous contribution from the Global Peace and Security Fund of Canada's Department of Foreign Affairs and International Trade.

Addressing then Accountability Gap

Symposium Invitation

Symposium Schedule

Participant Biographies

As human rights education (HRE) becomes a more common feature of international policy discussions, national textbook reforms, and grassroots educational strategies worldwide, greater clarity about what HRE is, does, and means is needed. This presentation reviews existing definitions and models of HRE and offers a case study of one non-governmental organization's (NGO) approach to school-based instruction in India.  Specifically, findings are presented on how household-, school-, and community-level factors mediated students' understandings of HRE.  Data suggest that a variety of factors at the three levels contribute to the HRE program's successful implementation in government schools serving marginalized students (where most NGO programs are in operation in India today).

Professor Monisha Bajaj has been a faculty member in the Department of International and Transcultural Studies at Teachers College, Columbia University since 2005. She teaches in the Programs in International and Comparative Education and advises students in the concentrations of peace education, international humanitarian issues in education, and African education. Her interests are in the areas of comparative and international education, peace and human rights education, the politics of education, social inequalities, critical pedagogy, and curriculum development in the U.S. and abroad. She has focused on research and programmatic work in sub-Saharan Africa, South Asia, Latin America & the Caribbean, and the United States.

Prof. Bajaj received her Ed.D. at Teachers College, Columbia University in International Educational Development, and her M.A. in Latin American Studies and B.A. in Sociology at Stanford University. She has previously worked in the field of human rights and developed a teacher training manual on human rights education for UNESCO while studying as a Fulbright scholar in the Dominican Republic.  She has also consulted on curriculum development issues, particularly related to the incorporation of peace education, human rights, and sustainable development, for non-profit educational service providers in New York City and inter-governmental organizations, such as UNICEF.  Her professional work focuses on examining possibilities for formal and non-formal education to influence social change.

Support for Prof. Bajaj's visit comes from the Charles F. Riddell Fund, administered by the Office of Residential Education, Stanford University.

Co-sponsors for this event are the Bechtel International Center; the Center for Ethics in Society; the Center for South Asia; the Education and Society Theme (EAST) House; the International Comparative Education Program of the Stanford University School of Education; and the Program on Human Rights at the Center on Democracy, Development, and the Rule of Law.