"The Stanford Report" covered the recently launched Stanford Human Rights Education Initiative, which brings human rights curriculum into the classrooms of California community colleges to transform students into globally-conscious citizens. Piloted in partnership with the Program on Human Rights, the Stanford Program on International and Cross-Cultural Education (SPICE), and the Division of International Comparative and Area Studies, the Initiative appoints human rights fellows to develop new curriculum for broader application in California and beyond.

Stanford helps bring human rights to community college classrooms

Globalization has meant that the whole world is connected to the whole world's problems. Yet most of today's students live in a world no bigger than a cell phone keypad.

So how do you explain to them that the clothes on their backs may be sewn by slave labor in Asia, or how international human trafficking may be behind an Internet porn site?

Tim Maxwell, an award-winning poet who teaches at the College of San Mateo, said the basic task of reading is becoming harder each year for the Facebook generation. "To bring unpleasant and challenging ideas into their world is really difficult," he said. He described "young people's increasing use of social media and other technologies that, rather [than] widening their worlds, effectively narrows them" to what is pleasurably entertaining.

The remedy? In an unusual move, Stanford is linking arms with educators in California community colleges for a four-year project called Stanford Human Rights Education Initiative.  Following a conference last June on "Teaching Human Rights in an International Context," which launched the project, Stanford has named eight new "Human Rights Fellows" from California's community colleges. Maxwell is one of them.

For more than 12.4 million young Americans, teaching takes place in one of the nearly 1,200 community colleges across the nation – and about a quarter of those community colleges are in California. But few major universities have engaged these institutions.

The new initiative will train students to be engaged as global citizens, said William Hanson, another fellow, who holds a law degree from Columbia and teaches at Chabot College. "We have to find a way to wriggle in."

With a stipend and "visiting scholar" status, the human rights fellows will work with the Stanford Program on International and Cross-Cultural Education (SPICE) and the Division of International Comparative and Area Studies (ICA) to develop human rights curricula, plan human rights conferences and develop the initiative's website. The human rights curriculum they design could, they hope, seed similar programs across the country and the world.

My hope is that human rights will form a central part of every college curriculum – not only as a topic, but as a lens through which to see all topics. Helen Stacy

"My hope is that human rights will form a central part of every college curriculum" – not only as a topic, but as a lens through which to see all topics, said Helen Stacy, director of the program on human rights at the Center on Democracy, Development and the Rule of Law at Stanford's Freeman Spogli Institute for International Studies.

She said that human rights is typically pigeonholed as a "soft subject" in the social sciences or humanities, but such funneling "misses engineering students and IT students and math students."

For example, she said, students of computer science or statistics could be engaged in mapping human trafficking or drug smuggling. Young economists could study the supply-and-demand dynamics of crime.

The effort "to speak a language that speaks to all of the disciplines" could result in a human rights curriculum that extends into the high school and even the elementary school level, Stacy said. Moreover, the planned website with an online curriculum could help educators the world over – even an isolated educator sitting in Uzbekistan, she said.

For the Stanford faculty and staff who created the course, the beginnings go back a long way and are the fruition of years of experience, research and thought.

Gary Mukai's experience of human rights violations was firsthand: the director of SPICE recalls a childhood as a farm worker whose Japanese-American parents, also farm workers, had been detained by their country during World War II. "I grew up puzzled about many of their stories, and their stories certainly influenced my interest in developing educational materials about civil and human rights for young students," he said.

For instance, he recalled uncles and other relatives who volunteered or were drafted by the U.S. Army from behind barbed wire. Or stories about his relatives who received posthumous medals for their sons' service while they still lived behind barbed wire.

Richard Roberts, a Stanford professor of history, remembered reading William Hinton's Fanshen: A Documentary of Revolution in a Chinese Village, years ago. The questions it raised fascinated him: "Who will teach the teacher? Where do we learn? Who do we learn from? Who has the power to teach?"

He said universities typically teach an "isolated, really small segment" of the general population. Roberts, who studies domestic violence and human trafficking in Africa, said that when it comes to human rights, "That's not enough. We have to go beyond the rarefied segment."

One of the people on this frontline of teaching is Enrique Luna, a history instructor at Gilroy's Gavilan College. For him, Stanford represents something of a return: his father had been a cook at the university's dorms. Now Luna is an educator who looks for opportunities for students to participate with direct aid in their local communities and also with groups such as the Zapatistas of Chiapas and the Tarahumara of northern Mexico.

To reach his students, he said, he creates loops "back and forth between reading and doing." When students are doing, they have a reason to read, and when they read, they are able to fix their understandings through application. "They do their best work when they're doing something. That's where the other disciplines pour in," he said.

A lunchtime session last summer was popping with ideas: Hanson was enthusiastic about possibly broadcasting Stanford lectures on human rights on his college's television station.

Another human rights fellow, Sadie Reynolds from Cabrillo College in Aptos, was just happy for the time to think and reflect. "It's hard to articulate hopes this early in the planning. I have a selfish hope of learning about this model so I can apply it in the classroom." She said she will present what she's learned at Stanford to a workshop at Cabrillo.

Those on the frontline of teaching don't get such opportunities very often:  "It's difficult to find time to develop this at community colleges," she said.

The Freeman Spogli Institute for International Studies at Stanford University is pleased to welcome Karl Eikenberry as the 2011 Payne Distinguished Lecturer. 

Eikenberry comes to Stanford from the U.S. State Department, where he served between May 2009 and July 2011 as the U.S. Ambassador to Afghanistan. In that role, he led the civilian surge directed by President Obama to reverse insurgent momentum and set the conditions for transition to full Afghan sovereignty. Earlier, he had a 35-year career in the U.S. Army, retiring in April 2009 with the rank of lieutenant general.

“I am delighted that he has joined us,” says Coit D. Blacker, FSI’s director and the Olivier Nomellini Professor in International Studies. “Karl Eikenberry’s international reputation, vast experience, and on-the-ground understanding of military strategy, diplomacy, and the policy decision-making process will be an enormous contribution to FSI and Stanford and are deeply consistent with the goals of the Payne Lectureship.”

Eikenberry is a graduate of the U.S. Military Academy, and has master’s degrees from Harvard University in East Asian Studies and from Stanford University in Political Science. He was also a National Security Fellow at the Kennedy School of Government at Harvard, and he earned an Interpreter’s Certificate in Mandarin Chinese from the British Foreign Commonwealth Office while studying at the United Kingdom Ministry of Defense Chinese Language School in Hong Kong. He has an Advanced Degree in Chinese History from Nanjing University in the People’s Republic of China.

"Karl Eikenberry first came to Stanford as a graduate student in the Political Science Department in the mid-1990s, and we are extraordinarily happy to have him back," says Stephen D. Krasner, deputy director at FSI and Graham H. Stuart Professor of International Relations. "He has an exceptional, actually unique, set of experiences and talents that will greatly enrich the intellectual community at FSI and throughout the university."

Eikenberry's work in Afghanistan includes an 18-month tour as commander of the U.S.-led coalition forces. He has also served in various strategy, policy, and political-military positions, including deputy chairman of the North Atlantic Treaty Organization (NATO) military committee in Brussels, and director for strategic planning and policy for U.S. Pacific Command.

His military operational posts included service as commander and staff officer with mechanized, light, airborne, and ranger infantry units in the continental United States, Hawaii, Korea, and Italy. His military awards and decorations include the Defense Distinguished and Superior Service Medals, Legion of Merit, Bronze Star, Ranger Tab, Combat and Expert Infantryman badges, and master parachutist wings.

Eikenberry has also published numerous articles on U.S. military training, tactics, and strategy, on Chinese ancient military history, and on Asia-Pacific security issues. He was previously the president of the Foreign Area Officers Association and is a member of the Council on Foreign Relations and the International Institute for Strategic Studies.

At Stanford, Eikenberry will also be an affiliated faculty member at the Center for International Security and Cooperation (CISAC) and at the Center on Democracy, Development, and the Rule of Law (CDDRL).

He will deliver this year's inaugural Payne Distinguished Lecture on Oct. 3 at the Cemex Auditorium at the Knight Management Center. The public address will be given in conjunction with a private, two-day conference that will bring to Stanford an international group of political scientists, economists, lawyers, policy-makers, and military experts to examine from a comparative perspective problems of violence, organized crime, and governance in Mexico.

More than 40,000 people have died in drug-related homicides in Mexico since 2006, and recent figures indicate that the pace and severity of drug-related violence is increasing. Organized crime is widespread and appears deeply embedded throughout much of the country. Citizens feel an increasingly pervasive sense of insecurity, and the situation is causing growing concern throughout the hemisphere. 

In an attempt to understand and develop potential solutions to these problems, a group of political scientists, economists, lawyers, policy-makers, and military experts from around the world will visit Stanford this October for a private, two-day conference that will explore problems of violence, organized crime, and governance in Mexico, as well as other countries that have experience tackling similar issues. 

“The increasing violence in Mexico is a major problem for Mexicans and the entire region,” says Mariano-Florentino Cuéllar, the incoming co-director of Stanford’s Center for International Security and Cooperation, one of the lead sponsors of the event. “The situation underscores the urgency of problems involving crime, security, and governance not only in our hemisphere but throughout the world. Investigating these problems from a comparative perspective will bring us closer to solutions that can improve security and accountability.” 

In a series of discussions, panelists from the United States, Mexico, Colombia, Brazil, and Germany will examine the effect Mexico's violence has had on civil society, the role of U.S. policies in affecting organized crime and violence, and what lessons may have been learned about combating violence in other contexts, such as the U.S. counterinsurgency strategy in Afghanistan, police and security reform in Brazil, and the sharp decline in drug-related violence in Colombia. Participants will also look at the potential mechanisms for developing institutional capacity and the rule of law in some of the world’s most fragile democracies. 

“Conflict and insecurity pose the greatest challenge to the development of effective institutions of governance and rule of law in Mexico,” says Beatriz Magaloni, a political scientist and the director of the Program on Poverty and Governance at Stanford University's Center on Democracy, Development and Rule of Law, a co-sponsor for the conference. “But surprisingly little is known about the dynamics of violence. Greater understanding could help policy makers craft and pursue effective strategies for tackling the issues in a comprehensive way.” 

The event, scheduled for October 3 and 4, will include a public address by Karl Eikenberry, the former U.S. ambassador to Afghanistan. He is currently in residence at Stanford as the 2011-2012 Frank E. and Arthur W. Payne Distinguished Lecturer at the Freeman Spogli Institute for International Studies. 

Other sponsors of the conference include the Center for Latin American Studies and the Stanford Law School. 

We sat down with recipient of the FSI Global Underdevelopment Action Fund, Professor Beatriz Magaloni to learn more about her research plans and how her work will address the larger issues of poverty and governance in Latin America and beyond.

Beatriz Magaloni, associate professor of political science at Stanford, senior fellow at the Freeman Spogli Institute (FSI), and director of the Program on Poverty and Governance (PovGov) at the Center on Democracy, Development, and the Rule of Law, was recently awarded a grant through FSI's Global Underdevelopment Action Fund. Over the past ten years, Professor Magaloni has pioneered cross-national comparative research focused primarily on Latin America and Mexico. Leading the PovGov program, Professor Magaloni launched research projects examining political incentives for heath improvements, the role of women and family-planning decisions, public goods provisions in indigenous communities, and drug-related violence in Mexico.

We sat down with Professor Magaloni to learn more about her research plans and how her work will address the larger issues of poverty and governance in Latin America and beyond.

Professor Magaloni, tell us more about the work you are conducting with the support of the FSI Global Underdevelopment Action Fund?

We are using the support of the FSI Action Fund to expand a governance project that we started in Oaxaca, Mexico in 2009 to the Chiapas region. The Oaxaca research project focused on examining the effects of political institutions on public goods provision. In 1995, the state of Oaxaca allowed indigenous communities to decide if they wanted a form of traditional indigenous governance called “Usos y Costumbres,” or party governance. Our team studied the variations in these two forms of municipal governance and how they shape the provision of welfare-enhancing public goods, such as clean water, sanitation and sewage, and roads. The findings in Oaxaca showed that traditional governance leads to higher levels of civic engagement in collective decision-making and better provision of public goods. However, one key finding revealed that women enjoyed significantly lower levels of participation in civic life and governance overall. 

Why might this be?

More traditional structures of governance in indigenous communities were disempowering for women but the research carried out in Oaxaca revealed a positive effect on social and political participation among recipients of conditional cash transfers through Oportunidades.

For those of us unfamiliar with the Oportunidades program, please tell us more.

Oportunidades is a social program funded by the Mexican federal government that provides conditional cash transfers to poor women in exchange for their direct engagement in activities related to child nutrition, health, and education.

Why are you expanding the study to Chiapas?

A policy prescription that emerged from our results in Oaxaca led us to re-evaluate the possibility of establishing “Usos y Costumbres” beyond Oaxaca, and this grant will allow us to study the state of Chiapas. The state of Chiapas is traditionally party dominated but has a strong blend of traditional forms of governance. The baseline survey will be designed in Chiapas to understand how traditional governance practices are integrated into the party governance. We will ask if poor indigenous communities are better or worse off by choosing to govern themselves through customary law and participatory democracy, versus delegating decisions concerning the provision of public goods to political parties. This will allow us to identify how governance and patterns of civic engagement differ in both of these states and the effect on provision of local goods.

Stanford graduate students and post-doctoral scholars will be integral to our efforts to administer the survey and perform subsequent analysis.

How will women be central to your study in Chiapas?

The main addition to the survey will be a substantial segment devoted to the role of women in civil society with the goal of answering a number of questions regarding civic and political participation. Conducted at the household level, it is designed to gain a fuller picture of how women in Chiapas are influenced and shaped by the Oportunidades program.

In addition, our study in Chiapas will examine the following factors pertaining to women and governance:

1. The dynamics of governance in Mexico's indigenous regions and the ways in which women participate in collective decision-making and influence the distribution and access to public goods and services in the community.

2.  The relationship between Oportunidades and women's decision-making role in the provision of public goods.

3. The effects on health and educational outcomes that may be associated both with conditional cash transfer programs and women's participation in collective decision-making.

4. The policy implications for economic development and promoting human capital.

Who are you collaborating with on this project?

Ewen Wang is the co-investigator on this project. She is an associate professor of Surgery/Emergency Medicine at the Stanford School of Medicine and will be instrumental in collecting new data on health and education for children who are recipients of the Oportunidades program. We also are engaging inter-institutional collaborators from our partner universities, including; Alberto Díaz-Cayeros, Associate Professor of International Studies at the Center for U.S.-Mexican Studies, University of California, San Diego; and Vidal Romero, Assistant Professor of Political Science at Instituto Tecnológico Autónomo de México (ITAM).

What are the expected results or outcomes of this study?

The outcomes of this work have both theoretical and policy-relevant implications. The data we collect on the effect of participatory governance in indigenous regions in Mexico and how conditional cash transfer programs enable civic participation of women will have much broader application beyond Mexico's borders. A lot of other governments are experimenting with the use of conditional cash transfer programs and the result of this study should help inform public policy.

In Mexico, a policy brief highlighting the results of the survey will be prepared and presented to policymakers to describe the effects of local governance, civic engagement, and their impact on economic development. Policy recommendations will be presented to advise Chiapas (as well as other states in southern Mexico with a high prevalence of indigenous populations) on constitutional reform that gives autonomy to indigenous communities with respect to municipal collective decision-making.

Finally, a book-length project will be under development that describes how traditional governance in indigenous regions of Mexico shapes civic engagement, participation of women, and impacts the provision of public goods and services. The new data generated by this study will present new findings on how governance shapes the status of maternal and child health services in Chiapas, having much broader implications in the field of health policy.