Category Archives: civic theory

mass incarceration, the jury, and civic studies

Alumni of the Summer Institute of Civic Studies have designed a series of discussions at Frontiers of Democracy about mass incarceration, juries, and citizenship. The discussants include Andrew Nurkin (Executive Director of Princeton AlumniCorps, Princeton), Peter Pihos (doctoral candidate, University of Pennsylvania) and Joshua Miller (Philosophy professor at Morgan State)–all of whom teach in prisons. I will try to write more about their impressive and troubling thoughts after the conference ends. Meanwhile, we were treated to a virtual discussion among three of my friends on the topic of the jury. The discussants are Josh Miller, Albert Dzur (Bowling Green), and John Gastil (Penn State). The whole thing is worth watching, but if you are pressed for time, listen to and think about the questions they pose at the very end (minute 20).

remarks at the opening of Frontiers of Democracy 2013

About 150 people are gathering at Tufts for Frontiers of Democracy 2013: Innovations in Civic Practice, Theory, and Education.

In my introductory remarks (below the fold), I will explain how the conference draws together separate streams of discussion and organizing, and I will propose a conceptual framework for our common work.

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avoiding arbitrary command

Philip Pettit and some others have been reviving the classical theory of republicanism as a theory that treats “domination” as the basic evil to be avoided. Domination often takes the form of arbitrary commands (“Do it because I say so”). Republican institutions, such as elections, legislatures, and judicial review, look attractive because they minimize domination, which is not the same as maximizing individual liberty.

I see the appeal, but it seems to me that non-domination is a virtue in a whole range of settings, some of which are not, and cannot really be, republics. Families and workplaces are two important examples. The remarkable American management theorist Mary Parker Follett (1868 – 1933) offers insights about how workplaces can reduce “arbitrary command” without becoming–or pretending to be–republics. For instance, in The Illusion of Final Authority (1926?), she writes that “Arbitrary command, the exaction of blind obedience, breaks initiative, discourages self-reliance, [and even the] lover’s self-respect.”

I think the solution is …  to depersonalise the matter, to unite those concerned in a study of the situation, to see what the situation demands, to discover the law of the situation and obey that. That is, it should not be a case of one person giving commands to another person. Whenever it is obvious that the order arises from the situation, the question of someone commanding and someone obeying does not come up. Both accept what the situation demands. Our chief problem then is not how to get people to obey orders, but how to devise methods by which we can best discover what the order shall be. When that is found the employee could issue direction to the employer as well as employer to employee. This often happens quite easy and naturally: my stenographer or my cook points out the law of the situation to me, and I, if I recognise it as such, accept it even although it may reverse some previous direction I have given.

An order then should always be given not as a personal matter, not because the man giving it wants the thing done, but because it is the demand of the situation. … But while people should not be asked to follow directions blindly, at the same time a subordinate should not have the attitude of carping, of finding fault, of thinking things from above wrong. The attitude most desirable for receiving orders is intelligent scrutiny, willingness to suggest changes, courtesy in the manner of suggesting, and at the same time no prejudice in regard to what is prescribed, but the assumption that the way prescribed is probably the best unless one can show some convincing reason to the contrary.

For what it’s worth, that would also be my philosophy of parenting. Parents should strive to create a climate and set of situations in which neither the giving of orders nor carping and whining are common; instead, the family will generally do what the situation demands. Note that this has little to do with democracy (equal political power), nor does it always require explicit reason-giving and deliberation; but it is non-domination.

sessions at the American Political Science Association

I am helping to organize three sessions at this year’s APSA Conference that are relevant to civic renewal and civic education. The theme of the whole conference is “Power and Persuasion,” and the APSA president is the excellent Jane Mansbridge. Improving the relationship between persuasion and power is an essential goal of civic renewal. In that context …

1. Theme Panel: “Power and Persuasion from Below: Civic Renewal, Youth Engagement, and the Case for Civic Studies”
Aug 30, 2013, 4:15 PM-6:00 PM
Chair: Peter Levine, Tufts University. Participants: Paul Dragos Aligica, George Mason University; Carmen Sirianni, Brandeis University; Karol E. Soltan, University of Maryland; Filippo A. Sabetti McGill University; and Meira Levinson, Harvard University

“Civic renewal” refers to an international set of movements and practices that enhance citizens’ agency and may therefore strengthen persuasion over raw power. In the US, it includes public deliberation, broad-based community organizing, and collaborative governance, among other efforts. Its values have also been reflected in aspects of the Occupy Movement and the Arab Spring, to name just two recent global movements. Youth are at the forefront of some of these efforts and must always be incorporated in them. “Civic Studies” is an emerging scholarly field inspired by Elinor and Vincent Ostrom and the Bloomington School, by social science as phronesis, by the new constitutionalism, by theories of public work and democratic professionalism, by research on deliberative democracy, and by related academic movements that take civic agency seriously. Civic education should draw on Civic Studies and support civic renewal.

2. APSA Committee on Civic Education and Engagement Roundtable: The Measurement and Assessment of Civic Learning in K -12 and College Education
Saturday, Aug 31, 2013, 8:00 AM-9:45 AM
13:00-14:30 on 29, 30 and 31 August 2013, Chicago
Chaired by Peter Levine. Participants: Elizabeth Bennion, Indiana University, South Bend; David Campbell, Notre Dame; Meira Levinson, Harvard University.

We will be thinking about what should be measured, how to measure it, and new opportunities afforded by tools like games and badges. One topic will be the ideas in the APSA’s edited volume, Teaching Civic Engagement: From Student to Active Citizen. But we will broaden the discussion beyond the question of how to measure students’ learning in college-level political science classes.

3. APSA Working Group on Young People’s Politics
August 29, 30 and 31, 2013, 1:00-2:30 PM
Convenors: Peter Levine, Tufts University; James Sloam, Royal Holloway, University of London

The political participation of young people in industrialized democracies has changed significantly over the past few decades. Although youth turnout in elections may be declining (or, as in the United States, has flatlined at a relatively low level), there is overwhelming evidence to show that young people are not apathetic. Indeed, it is young people who are diversifying political engagement: from consumer politics, to community campaigns, to international action groups; from the ballot box, to the street, to the Internet. Since the onset of the global financial crisis, we have witnessed a proliferation of youth protest: against authoritarianism (the Arab Spring), corporate greed and economic inequality (Occupy), youth unemployment (the ‘outraged young’ in Spain), and political corruption (the rise of populist parties like the Five-Star Movement in Italy). The international dimension of young people’s politics has also become increasingly apparent through the diffusion ideas and mobilisation from Cairo, to Madrid, to New York, to Istanbul to Rio. The APSA working group on young people’s politics will explore research on the nature of youth participation from a comparative perspective. To contextualise youth participation, it will also examine how public policy defines young people’s lives in our democracies e.g. through participation (or non-participation) in the labour market or opportunities (or lack of opportunities) for social mobility. Finally, the working group will focus on efforts to strengthen the civic and political engagement of young people (e.g. through civic education or political science education).

The working group sessions will provide an interactive forum for participants to discuss their own research with colleagues working in the same area, to reflect on panels visited by participants at the Annual Meeting (in the first meeting, we will agree on panels to recommend to participants), and discuss the potential for future research collaboration (e.g. conferences, funding, edited volumes) and the establishment of an APSA organised section on young people’s politics.

considering the Zimmerman trial from a Civic Studies perspective

I don’t want to seem overly intellectual about the Zimmerman trial, because I am angry about it, but I can report a relevant discussion in today’s Summer Institute of Civic Studies seminar. We have been reading thousands of pages about democratic theory, community organizing, social movements, Gandhi, etc. One question that arose this morning is whether we ought to be discouraged. All this talk about bottom-up strategies for social change, and yet the available strategies seem rather unpromising in the aftermath of the trial.

One response is that the Trayvon Martin case actually became national news only because of the skillful and organized efforts of civil rights groups. Thus it is not the case that a news event occurred and we are unable to do much about it. People first made the killing into a news event. Then again, there may be something fundamentally disempowering about “news” defined as that which is new and transitory. In some ways, the important thing about the Martin case is that it is not news.

We had read John Dewey in The Public and its Problems:

“News” signifies something which has just happened, and which is new just because it deviates from the old and regular. But its meaning depends upon relation to what it imports, to what its social consequences are. This import cannot be determined unless the new is placed in relation to the old, to what has happened and been integrated into the course of events. Without coordination and consecutiveness, events are not events, but mere occurrences, intrusions; an event implies that out of which a happening proceeds. Hence even if we discount the influence of private interests in procuring suppression, secrecy, and misrepresentation, we have an explanation of the triviality and “sensational” quality of so much of what passes as news. The catastrophic, namely, crime, accident, family rows, personal clashes and conflicts, are the most obvious forms of breaches of continuity; they supply the element of shock which is the strictest meaning of sensation; they are the new par excellence, even though only the date of the newspaper could inform us whether they happened last year or this, so completely isolated are they from their connections.

To be sure, many writers are busy placing the Martin case in broad historical perspective. Searching for Emmett Till and Trayvon Martin yields 233,000 web results, although the most prominent bear headlines like “Liberals shamelessly liken Trayvon Martin to Emmett Till.” These search results show that the broad context is being contested and debated. The question is whether that focus can be sustained in any useful way given the definition of “news” as what’s new. In other words, what happens after the Zimmerman trial moves down and then off news websites?

Another issue that are readings have addressed is the question of “root causes.” I would subscribe to the theory that racism was at the root of the Martin case. But it is a different question whether an effective citizen should generally confront causes understood to be “roots.” The word “radical” means a concern with roots; and traditionally, radicals have been the ones who advocate dealing with the root causes of problems: the control of property in Marxism, race in critical race studies. But Roberto Mangabeira Unger argues that presuming an immutable connection between one underlying cause and its consequences limits human imagination and strategic options. This limitation was most clearly displayed in the record of the communist states, which abolished the one cause they saw as a “root,” private property, but hardly innovated at all when it came to politics. They borrowed their committees, secretaries and general secretaries, police forces and jails, newspapers, and even industrial corporations from the old regime. The results were predictably bad.

Unger would advocate brainstorming all the possible changes we could make in the light of the Zimmerman verdict and then acting where we have the best chance of success.  Confronting racism is one option, but not necessarily the most promising one. Abolishing “stand your ground laws” is another. But that’s just the beginning of the brainstorm. What about: investigatory grand juries whenever anyone is killed, truth and reconciliation commissions, restorative justice, enhanced rights to civil lawsuits in response to stand-your-ground killings, no guns for anyone, armed groups of black teenagers patrolling neighborhoods to deter crime, no jury trials, juries that are twice as large …?

Hope is a scarce but renewable resource, essential in times like the present. Unger would advise that limiting our responses to root causes is an obstacle to hope.

Finally, we discussed the question of nonviolence (having just read about Gandhi). My own view is that the line between violence and non-violence is not the essential question. The essential question is how to act effectively while setting strict limits on one’s means of action, because otherwise we tend to escalate until the results are tragic. The rule, “I will not cause physical harm to you even if you harm me” is not a moral imperative all on its own. (Physically harming someone lightly is not as cruel as financially ruining them.) But nonviolence creates a relatively bright line that prevents unplanned escalation, which is almost always disastrous.