This week we launched the long-awaited 17th year of the Center on Democracy, Development and the Rule of Law's Draper Hills Summer Fellowship Program. Founded in 2005 with generous support from Bill and Phyllis Draper and Ingrid von Mangoldt Hills, Draper Hills is an executive training program for world leaders striving to promote democracy. For the next two weeks, Fellows will participate in workshops led by an interdisciplinary team of faculty to study new theories and approaches to democratic development.

Fellows in the class of 2021 were selected from among thousands of applicants for their ground-breaking work to defend democracy. These 34 leaders drawn from 30 countries around the world are pioneering new approaches and models to advance social and political change in some of the most challenging global contexts. Representing business, government, and the nonprofit sector, our fellows are working on the frontlines of democratic change to combat the global rise of authoritarianism and populism. In countries moving towards democracy, our fellows are working to institutionalize new systems and practices to support democratic transitions.

An Unconventional Year

Traditionally, Fellows would travel from their home countries to the U.S. and spend three weeks on campus at Stanford learning together. However, due to the ongoing COVID-19 pandemic, the program is currently taking place virtually for the first time (for the same reasons, the program did not run in 2020). The shift to online programming posed a number of logistical obstacles – from what time to run virtual sessions when participants span over a dozen time zones, to how to foster the sense of belonging and personal connections that occur more naturally with in-person settings.

To begin addressing the latter, Fellows were sent welcome packages to build excitement and foster community both within the program and Stanford. Upon receiving hers, Aisha Yesufu of Nigeria shared "I am so excited at the different people I'll be meeting from all over the world, and also learning from different people, lecturers, professors... It's going to be quite interesting and, for me, that is what I am most looking forward to," along with the video below:

"One of the most important things I have ever been involved with."

Opening against the backdrop of the fall of Kabul to the Taliban in Afghanistan, the importance of the Draper Hills program and the need to promote democratic change is now more evident than ever.

The inaugural session for the 2021 cohort began with Francis Fukuyama introducing the fellows to several of the esteemed faculty they will be learning from over the next two weeks, including Larry Diamond, Erik Jensen, and Michael McFaul. McFaul shared that not only did he found the program, but "it is one of the most important things I have ever been involved with." Jensen later added that "participating in this program is one of the great pleasures I have every year."

More to Come

Throughout the next two weeks, our Draper Hills Fellows will examine the political development, democratic transitions, and the relationship of law to economic development, public administration, administrative law, transitional justice, food security, and global health policy, among others. The group is eager to learn, and we look forward to seeing the many great things the training they receive here will enable them to do in their home countries and beyond.

"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.

“Emerging democracies must demonstrate that they can solve governance problems and meet citizens’ expectations for freedom, justice, a better life, and a fairer society.”

If the big global story of the 1980s and 1990s was the remarkable expansion of democracy, the bad news of this decade is that democracy is slipping into recession. In the two decades following the Portuguese revolution in 1974, the number of democracies tripled (from 40 to 120) and the percentage of the world’s states that are at least electoral democracies more than doubled (to about 60 percent). Since the late 1990s however, there has been little if any net progress in democracy. To be sure, significant new transitions to democracy took place in countries like Mexico, Indonesia, Serbia, Georgia, and Ukraine. But globally, the democratic wave has been neutralized and is now at risk of being overtaken by an authoritarian undertow, which has extinguished democracy in such states as Pakistan, Russia, Nigeria, Venezuela, Bangladesh and Kenya. In fact, two-thirds (15) of all the reversals of democracy (23) since 1974 have taken place just in the last eight years, since the October 1999 military coup in Pakistan.

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Two other negative trends are important to note. One is the implosion of democratic openings in the Arab world. Under pressure from the George W. Bush administration beginning in 2003, several authoritarian Arab regimes liberalized political life and held competitive, multiparty elections. Then, Islamist political forces made dramatic gains in Egypt and Lebanon and won a majority of seats in Palestine and Iraq — and suddenly the Bush Administration got cold feet. Arab democrats who had surfaced and mobilized felt abandoned and betrayed. The liberal secular politician Ayman Nour, who had the temerity to challenge President Hosni Mubarak in Egypt’s first contested presidential election, languishes in prison three years later. The country’s political opening is now frozen, while more than a billion dollars in American aid continues to flow to the regime.

The second negative trend is that authoritarian states have, unfortunately, learned some of the lessons of democratic breakthroughs of the past decade, particularly the color revolutions that brought down neocommunist autocracies in Serbia, Georgia, Ukraine, and Kyrgyzstan. As a result, they have closed political space, swallowed up or arrested independent media, crushed independent political opposition, sabotaged or shut down innovative uses of the Internet, and sought to block or sever external flows of democratic assistance. Vladimir Putin’s Russia (with its sinister cabal of savvy Kremlin “political technologists”) has blazed the trail in this authoritarian pushback, but China, Belarus, Iran, Azerbaijan, Uzbekistan, and other “post” communist and Middle Eastern dictatorships have followed suit. To make matters worse, China and Russia have drawn together with the Central Asian dictatorships in a new club, the Shanghai Cooperation Organization, to formalize and advance their authoritarian pushback.

To renew democratic progress in the world, we must understand the reasons for the democratic recession. Authoritarian learning is one. Another has been the inconsistent and often unilateralist policies of the United States. Although President Bush has done much to put democracy promotion at the center of American foreign policy and has substantially increased funding for U.S. democracy assistance programs, he has also alienated potential allies in the effort to advance democracy globally by associating democracy promotion with the use of (largely unilateral) force, as in Iraq; by promoting democracy with a tone that was often self-righteous and a style that was too often poorly coordinated with our democratic allies; and then by failing to sustain pressure for democratic change when the going got rough in the Middle East.

Structural factors have also driven the recession of democracy. One has had to do with the global political economy. As the price of oil has gone up, the prospects for democracy have receded. Russia, Nigeria, and Venezuela have all seen their democracies slip back into authoritarianism as oil prices have skyrocketed, sending huge new infusions of discretionary revenue into the hands of autocratic leaders, which they have used to buy off opponents and strengthen their security apparatuses. In Iran and Azerbaijan, surging oil revenues have shored up authoritarian states that once seemed vulnerable.

A second and more pervasive factor has had to do with the performance of the new democracies. Some new democracies are holding their own (like Mali) and even making progress (like Brazil and Indonesia) in the face of enormous accumulated problems and challenges. But the general reality, even in these countries, is that democracy often does not work for average citizens. Rather, it is blighted by multiple forms of bad governance: abusive police and security forces, domineering local oligarchies, inept and indifferent state bureaucracies, corrupt and pliant judiciaries, and ruling elites who routinely shred the rule of law in the quest to get rich in office. As a result, citizens grow alienated from democracy and become susceptible to the patronage crumbs of corrupt political bosses and the demagogic appeals of authoritarian populists like Putin in Russia and Hugo Chávez in Venezuela.

“If democracies do not work better to contain crime and corruption, generate economic growth, relieve economic inequality, and secure freedom and a rule of law, people will eventually lose faith and turn to authoritarian alternatives.”Before democracy can spread further, it must take deeper root where it has already sprouted. Emerging democracies must demonstrate that they can solve governance problems and meet citizens’ expectations for freedom, justice, a better life, and a fairer society. If democracies do not work better to contain crime and corruption, generate economic growth, relieve economic inequality, and secure freedom and a rule of law, people will eventually lose faith and turn to authoritarian alternatives. Struggling democracies must be consolidated, so that all levels of society become enduringly committed to democracy as the best form of government and to the country’s constitutional norms and restraints. Western governments and international aid donors can assist in this process by making most foreign aid contingent on key principles of good governance: a free press, an independent judiciary, and vigorous, independently led institutions to control corruption. International donors also need to expand their efforts to assist these institutions of horizontal accountability as well as initiatives in civil society that monitor the conduct of government and press for institutional reform.

The only way to stem the democratic recession is to show that democracy really is the best form of government — that it can not only provide political freedom but also improve social justice and human welfare.

A panel of Carnegie Russia experts presented analysis of the current state of Russia's political and economic development and the likelihood of continuity or change in Dmitry Medvedev's first term as president of Russia. The panel included scholars-in-residence at the Carnegie Moscow Center Nikolay Petrov and Maria Lipman and Carnegie senior associate Michael A. McFaul. Thomas Carothers, vice president for studies, served as moderator.

Petrov emphasized structural conditions delimiting the options available to the Russian leadership over the ability of any particular personality to radically change course. He noted that Medvedev, as Vladimir Putin's protégé, was unlikely to introduce major modifications to Putin's established trajectory and that he could not do so even if such was his desire.

He described his conception of the Kremlin-designed political system in Russia today, making reference to what he called the "mechanical configuration of power": the creation of elements that cannot operate indepedently and a highly hierarchical administration that is inherently inefficient and divorced from the realities of society.

Although poorly governed autocracies can last for a long time, if there is a crisis and Russia still lacks the democratic instruments to deal with it there could be a serious authoritarian retrenchment.
-Michael McFaul

At the same time, he argued that change is inevitable -- not because of Medvedev's intentions, but because of evolving facts on the ground, such as the demographic situation and the need to transition from recovery-based economic growth to modernization and expansion. Petrov said that one of the major features of the Russian regime -- controlled elections -- is becoming a source of major weakness as Russia faces a number of serious political, social, and economic challenges. Although these elections nominally legitimize the authorities, they do not provide any feedback from the population nor do they offer any opportunity for genuine political competition of the kind that could introduce diversity and accountability. He compared the Russian leadership to a dinosaur, with a small head far removed from the body politic.

Lipman focused on the evolution of the media from the relative pluralism of Boris Yeltsin's presidency to the tight control of Putin's system. She contrasted the interview Putin had as he was coming into the presidency in 2000 with the interview that his successor has recently had. While the journalists interviewing Putin were inquisitive and at times confrontational, Medvedev enjoyed a far more passive and respectful tone from the journalists who interviewed him. This, she said, was a sign of the success of Putin's project for the media.

She noted that the state and Gazprom were the two largest players in the national media market and that loyalty to the state is a requirement for sucess in any business sector, including media. The state's control of broadcast media is particularly important, as television is the overwhelmingly primary source of information for the Russian public. Meanwhile, on a regional level, journalists are routinely punished for attempting to uncover local malfeasance or corruption.

Although the Russian leadership has consolidated a majority of the media under its control, Lipman said, media with independent editorial content still exists. She speculated that there were a number of functions that having a tiny minority of independent media could serve: existing for the sake of external consumption, a valve to let off some steam, and potentially an in-house bulletin board for the use of elites to signal dissatisfaction or to inform the leadership of conflicts.

McFaul began his remarks by noting he would not use the term "democracy" to refer to the political system in place in Russia today. He said that political science as a discipline is struggling to properly code and understand systems such as Russia's and other countries whose regimes are "between" dictatorship and democracy. He illustrated this lack of clarity by referring to the lack of correspondence between various freedom coding scores when it comes to regimes that do not fall into either extreme of the political freedom spectrum.

With regard to Russia, McFaul noted the crucial significance of the fact that there was an election and that a new leader was appointed. In that way, he said, Russia is not like Uzbekistan. He elaborated on what he sees as three possible reasons that the Russian leadership decided to construct the system that exists today: (1) Putin has decided that this system is necessary for the modernization project he wishes to undertake; (2) in order to allow for theft by the elites, for which McFaul noted a controlled national media was crucial; and (3) to manage the transition. Now that Putin's plan for the transition has been fulfilled, it is an open question whether the regime can become a system for governance.

Having delineated the "why," McFaul put forward what he sees as the chief characteristics of the Russian regime: a lack of any defining ideology; little connection to citizenry -- the fact that this is not an autocracy of mobilization; no charismatic leader; the fact that the regime is not a military junta, and that a strategy of massive repression is not a viable alternative; the existence of foreign enemies, which is important for autocracies to survive; and the dependence of the regime's legitimacy upon performance, particularly in the economic sphere. McFaul believes Putin knows that this system is not sustainable over the long term, but that paradoxically he nonetheless emphasizes continuity. He expressed cautious hope that Medvedev's liberal-sounding speech in Krasnoyarsk -- which contained criticism of the current state of affairs in Russia and lacked a real precedent in recent Russian political history -- could signal a change in policy in the Kremlin.

He noted that he would not predict the future course of Russia's political development and reiterated his point about the failings of political science: although scholars can understand the structural conditions that make potential social and political crises in such regimes possible, the political science community does not do well at predicting when they will occur. McFaul sounded a note of warning on this point, saying that although poorly governed autocracies can last for a long time, if there is a crisis and Russia still lacks the democratic instruments to deal with it there could be a serious authoritarian retrenchment.

In response to questions, Petrov and Lipman made clear that they did not believe Medvedev's liberal rhetoric should be treated seriously. McFaul noted that such changes, if they were to take place, would likely occur at the margins and said that the situation is more optimistic than if hawk Sergei Ivanov had been chosen as president.

In my travels to more than 50 countries, I have been thrown out of only one - Uzbekistan - just a few months after its emergence as an independent state in 1992 under its first and only president, Islam Karimov. My crime? Working for an American democracy promotion organization and meeting with human rights activists.

On May 18 a roundtable organized jointly by CDDRL and CREEES and chaired by SIIS Senior Fellow Gail W. Lapidus brought together visiting scholars Temuri Yakobashvili from Georgia, Volodymyr Kulyk from Ukraine, Uladzimir Rouda from Belarus, and Wall Street Journal reporter Steve LeVine to examine the dramatic wave of democratic revolutions and protest movements which have transformed the geopolitics of the post-Soviet region over the past 2 years.

The participants argued that although the "Rose Revolution"in Georgia in October 2003, the Ukrainian "Orange Revolution" of November-December 2004, and the more recent regime change in Kyrgyzstan were all precipitated by popular protest against fraudulent elections, they expressed a deeper dissatisfaction with the widespread corruption and failures of the three governments, combined with the emergence of an increasingly mature and organized political opposition. While international organizations and actors played a supportive role in delegitimizing electoral fraud and nurturing civil society, domestic factors were the decisive ones in bringing about peaceful regime change.

The panelists also concurred that the "easy"revolts were now over. They predicted that future upheavals in the region were inevitable, but were far less likely to go smoothly. In Belarus, although popular hostility to a tyrannical political regime is growing, inspired by the successful example of neighboring Ukraine and the attraction of Europe, the absence of a united and organized opposition remains a major barrier. In Uzbekistan, the repressive regime of President Karimov has demonstrated its willingness to resort to violence to put down opposition, and to forestall international criticism by stigmatizing opponents as Islamist terrorists.