Frontiers of Democracy Conference 2019 Draft Agenda

This is a working draft (as of May 8, 2019), likely to change in detail. Tickets are still available but are running out.

Thursday, June 20

4:00-5:30 registration
Heavy hors d’oeuvres served

5:30 opening plenary

Welcoming comments by organizers.

“Short-takes” talks (10 minutes each, no Q&A)

  • Maya Pace, Lead for America, “Start Where You Live”
  • Jamila Michener, Cornell University, author of Fragmented Democracy: Medicaid, Federalism and Unequal Politics, on “Health Equity and Democracy”
  • Wendy Willis, Deliberative Democracy Consortium and author of These Are Strange Times, My Dear: Field Notes from the Republic
  • Andi Crawford, the Director of Empowerment and Citizen Engagement for the City of Lansing, MI, “Love Your Block in #LOVELansing”

Discussions at curated tables of eight

Friday, June 21

8:00-9:00 breakfast served

900-10:30 am: Plenary Session: “Working at the Frontiers of Democracy”

Questions:
1. What sense of duty, purpose or mission guides your life?
2. What issues at the “frontiers of democracy” interest and concern you most right now?
3. What do you not know enough about and hope to learn more about?
4. What issues and questions are you hoping that this conference will address?
5. What do you imagine that you will do after this conference if it goes well for you?

These questions will be discussed first by a panel at the head of the room and then by all participants, seated at assigned tables of eight. The panel:

  • Hajer al-Faham, a PhD candidate in political science at the University of Pennsylvania
  • Veronica del Carril, a youth program leader/arts educator from Argentina
  • Manuela Uribe Henao, Colombian working on public health interventions in El Salvador
  • Marianne Kwakwa, a PhD candidate in political science at Notre Dame
  • Jennet Kirkpatrick, political theorist at the University of Arizona, author of the books Uncivil Disobedience and The Virtue of Exit
  • Jamie Lee, Communication and Information Specialist, UNESCO/Cambodia, working on genocide memorials
  • Debilyn Molineaux, co-founder, The Bridge Alliance

10:30-10:45 break

10:45-12:15 concurrent sessions. Choose among:

  1. “Spectacle, Movement, Deliberation: Theoretical Perspectives on Democracy,” Samuel Schmitt, Aidan Kestigian, Vasiliki Rapti
  2. “Maintaining Meaningful Classroom Dialogue Even on Controversial Subjects,” Michael Fischer and Katina Fontes
  3. “BetaBlocks: Democratizing Manifestation of Technology in the Public Realm,” John Harlow and Eric Gordon
  4. “Renewing Democracy Through Renewal of Infrastructure,” Tom Flanagan, Craig Lindell, Wendi Goldsmith, Douglas Bruce, Carmen Sirianni
  5. “Love your Block,” Michael Hammett, Mary Bogle, Mauricio Garcia, and Andi Crawford
  6. “Fixing American Democracy from the Outside In – Storming the Hill,” with Represent.Us, American Promise, and Small Planet Institute, the Consensus Building Institute.

12:15-1:15 lunch
1:15-2:30 plenary activity: “How to be Helpful: Building Relationships for Social Impact” Led by Adam Seth Levine of research4impact. “How do you build successful working relationships with people who have diverse forms of expertise?”

2:30:2:45 break

2:45-4:15 Concurrent sessions. Choose among

1. “Amplify Impact, Build Bridges, and Connect Communities through Civil Discourse,” Cheryl Graeve, Robert Boatright, and Timothy J. Shaffer
2. “Democratizing Research for Environmental Justice and Health,” Chad Raphael, Doug Brugge, Amy Laura Cahn, Neenah Estella-Luna, Kenneth Geiser, and Charlotte Ryann
3. “How Interactive Simulations and Film Presentations Enhance Classroom Dialogue on Controversial Issues,” Joshua Littenberg-Tobias, GR. Marvez, and Jonathan Goodman Levitt
4. “Gaming and Civic Tech,” Libby Falck and Dmytro Potekhin
5. “Fixing American Democracy From the Inside Out – What’s Hot on the Hill!,” Jeff Edelstein and others
6. “Governance and Restorative Justice: The Role of Civic Groups in Problem-Solving in Schools and Drug Policy,” Nicole Kaufman, Sharyn Lowenstein, Dani O’Brien

4:15-4:30 break

4:30-6:00 Plenary Session led by Sam Novey and Clarissa Unger, “Recognizing Local Leadership to Build Better Strategies for Civic Renewal.”

(Time at tables for introductions and discussions)

Saturday, June 22

8-9 Breakfast

9 am-10:15: A choice between two sessions:

1. Panel: “Political Participation in the City and the Ballot Box.” with Tanya Gibbs, Benjamin Hernandez, Jonathan Collins, Tammy Esteves

Or

2. “The Social Contract of America” (Interactive workshop) planned by Debilyn Molineaux

10:15-11:30

Plenary Discussion

Questions:
1. What do you plan to do as a result of the conference?
2. Did your understanding of the frontiers of democracy shift?
3. What did you learn from someone in a different domain?
4. What are we committed to doing together?

These will be addressed first by a panel seated at the front of the room, and then by participants at assigned tables of eight. The panel is

  • Nakeefa Garay, urban studies PhD Student, Rutgers Newark
  •  Elizabeth Jabar, artist, Colby College
  • Liza Kostanyan, NGO leader, Armenia
  • Sterling Speirn, CEO, National Conference on Citizenship
  • Amber Wichowsky, political scientist, Marquette

11:30 What are we committed to doing together?

Report outs from tables, discussion.
Discussion of a follow up report

Rewiring Democracy

Matt Leighninger and Quixada Moore-Vissing have published “Rewiring Democracy: Subconscious Technologies, Conscious Engagement, and the Future of Politics” (Public Agenda 2018).

I would pick out this major contrast from the complex document of 68 pages.

  • On one hand, technologies are being used ubiquitously to influence individuals and the political world without our conscious awareness. Examples include tools that allow organizations to predict what individuals want without having to ask them, techniques for microtargeting messages, and methods of surveillance.
  • On the other hand, people are deliberately inventing and using new tools for civic purposes, i.e., for free and intentional self-governance. Examples include tools for collecting contributions of money or time and techniques for circulating information in geographical communities.

Much depends on which force prevails, and that depends on us.

The report ends with 3-page case studies of civic innovations. Public Agenda is also publishing those examples separately, starting with a nice piece on the changing role of tech on social movements. It explores how contemporary social movements share photos and collaboratively produce maps, among other developments.

See also: democracy in the digital age; the new manipulative politics: behavioral economics, microtargeting, and the choice confronting Organizing for Action; qualms about Behavioral Economics; when society becomes fully transparent to the state

college and mobility

Xiang Zhou has published “Equalization or Selection? Reassessing the ‘Meritocratic Power’ of a College Degree in Intergenerational Income Mobility” in the American Sociological Review–also available here. Like all multivariate statistical models, it’s subject to criticism and should be replicated using other datasets and specifications. But it’s certainly interesting and very well presented.

For background, here is Raj Chetty’s graph from a different source, showing the relationship between Americans’ family incomes when they were growing up and their incomes as adults, both expressed as percentiles.

If it showed a straight line from 0,0 to 100,100 with a slope of one, that would imply a perfect correlation between generations. It would imply zero mobility, although it would be consistent with some random movement up and down the income ladder that would be concealed by displaying averages. Instead, we see a basically straight line from 0,30 to 100,70 with a slope of about .4. People at the very bottom do tend to rise a bunch of ranks (if they survive to adulthood), and people at the very top do average below where their parents were. In short, there is a strong correlation across generations with some reversion to the mean.

The graphs in Zhou’s article use a similar format but they show the data for young US adults depending on whether they graduated from college or not. Graduates are shown in blue, non-graduates in red.

In this first pair, the graphs show the raw data and then the same data reweighted for a bunch of variables that were measured while the subjects were still in high school: their “gender, race, Hispanic status, mother’s years of schooling, father’s presence, number of siblings, urban residence, educational expectation, the Armed Forces Qualification Test (AFQT) percentile score.”

It’s clear that you should go to college. A person whose parents were at the 25th income percentile ends up at the 30th percentile if she doesn’t graduate from college, and above the 60th if she does. But the slope is flatter for college students than non-college students without reweighting; and the lines are closer together and parallel when reweighted.

Zhou interprets this pattern to mean that people who are able to attend college (due to financial resources, a high school diploma, motivation, etc.) end up better off than those who are not able to attend, but college itself adds no noticeable benefit. To put it another way, if we used public policy to move everyone to the blue line by making them all college graduates, the slope of the blue line would remain fairly flat and it would cross the y-axis at a lower point, because it’s impossible that everyone in a society should rise to a higher income percentile than their parents.

Here are the same patterns when Zhou distinguishes between selective and non-selective colleges. The slope for the non-selective colleges is steeper (which could imply that they are better at mobility), but the difference between the selective and non-selective colleges is not statistically significant after reweighting.

If Zhou is right, universal college would not improve economic mobility at all. The line would be fairly flat and lower than the current line for college grads. The economic advantages of college are due to stratification, not the experience of being in college.

See also: to what extent can colleges promote upward mobility?; sorting out human welfare, equity and mobility; social capital and economic mobility

the Green New Deal and civic renewal

Here’s a short case for a Green New Deal:

  1. We face a climate emergency.
  2. Government spending must be part of the solution. Even if we passed a robust carbon tax, we still need coordinated action that can’t be accomplished by individuals and firms that are trying to minimize their taxes. For example, building a new power grid, shifting some traffic from a national network of highways and gas stations to a more sustainable transportation system, and subsidizing basic research are goals that need coordinated solutions. Note that most actual work will still be done by companies (that’s true in Europe as well as the USA); the question is who should plan and pay for it. I suspect the payer must be the government, borrowing at currently low rates and using tax revenues to finance the debt.
  3. If we are going to spend trillions, we must spend it equitably. That means not just distributing the resources fairly but using them to combat accumulated injustices. Jobs and profits must go to the people who deserve and need them most. Deciding who those people are requires a theory of justice; and in my view, such a theory requires attention to racial injustice as well as class differences.
  4. Politically, the way to pass a major economic reform is to ensure it serves many interests. Although it may offend purist notions of good government and detract from the cost-effectiveness of our response to climate change, we’re probably going to have to make a big spending package a bit of a “Christmas tree,” with some additions that address legitimate concerns apart from the climate and some that just help get the bill through Congress.

Meanwhile, we also face a sustained decline in certain aspects of our civil society, with fewer Americans associating, organizing, and exercising power. This is one reason that our political system fails to address issues like climate change and racial injustice.

The original New Deal supported civic life in at least three ways.

First, the Civilian Conservation Corps added an explicit civic education curriculum to its public works projects, striving to teach the participants to be responsible and effective citizens.

Second, programs like the WPA not only employed Americans to do important work but also empowered them to make creative decisions about what work to do. The WPA’s artists, architects, engineers, craftspeople, and laborers contributed their talents and ideas, thus gaining a sense that they (not the government) were rebuilding America.

Third, Roosevelt explicitly supported unions, which not only increased workers’ take-home pay but also recruited them into powerful, autonomous, durable groups.

Could we do this again? One component would be big employment programs that provide civic and workforce education for the people who insulate houses or build public transit. That was already the proposal of Van Jones’ 2008 book The Green Collar Economy: How One Solution Can Fix Our Two Biggest Problems. His chapter four is entitled “The Green New Deal.” It almost goes without saying that most federally supported jobs should be unionized jobs.

Another component would be support for civil society groups. Rural electric cooperatives own 42 percent of the distribution lines in the US and serve 12 percent of the population. They have already shifted somewhat more to renewables than the energy industry as a whole (even though they are disproportionately based in conservative states). At the same time, they provide opportunities for Americans to participate in governing significant assets–for instance, at their required annual public meetings. They should be favored along with urban analogues.

A third component would be lots of support for innovative solutions by smallish groups– for-profit startups as well as nonprofits. If you invent a company that has a positive impact on the climate, you are doing public work.

Fourth, people should have more and better ways to influence and even create policy, at all scales. The traditional means include formats like public meetings, which devolve into lines of angry citizens who each get 30 seconds to yell at the decision-makers. Check out Tina Nabatchi and Matt Leighninger’s book Public Participation for 21st Century Democracy (2015) for better ideas.

Finally, as I mentioned earlier, to address social justice, we need an account of what justice requires. That is a contested matter, appropriately so. It involves conflicting goods, from the intrinsic value of nature to the principle of liberty to concerns about past injustices. We won’t reach consensus, because these issues are complex and we differ in our values, identities, beliefs, and interests. But we can have a better or worse conversation about justice at all scales, from neighborhoods to the US Congress. Better conversations require better institutions, from neighborhood centers and listserves to broadcast news.

It would be important not to detract from the ranked priorities of (1) combating climate change and (2) remedying injustice, but a thoughtful approach could use civic means to accomplish these goals. In fact, civic engagement can strengthen the environmental benefits. For example, although it takes time to involve the public in designing a new transportation system, the chances are then greater that people will use the system. And unless they use it, it does no good for the climate.

I would not go so far as to argue that civic engagement always makes programs work better. Engagement can be done well or badly. There can also be tradeoffs between good engagement processes and efficiency. The most difficult challenge for environmentalists may be that active citizens resist directing resources efficiently to climate issues, because their agendas are broader. But I do think it’s worth investing in civic engagement to maximize the advantages for (1) climate, (2) justice, and (3) civic life.

See also national service in the stimulus; empowering citizens to make sure the stimulus is well spent; public engagement in the stimulus: Virginia’s example; an overlooked win for civic renewal: federally qualified health centers; work, not service. And see Harry C Boyte, “Populism or socialism? The divided heart of the Green New Deal.”

youth, midlife & old-age as states of mind

This post is inspired and informed by Kieran Setiya’s Midlife (Princeton, 2017), but I didn’t review it recently because I wanted space to develop my own views.

Here are three definitions that are not tied to chronological age. They could–in principle–describe a person who has lived for any number of years:

  • Youth: You believe that you have important choices to make, or that you will face such choices in the future. You see your current situation mostly as the result of others’ decisions. You’ve been formed by your parents, your community, or the whole society, but you expect to make a mark through your own agency and choice.
  • Old age: You think that all the important choices involving you have already been made. You made choices in the past, or perhaps you never had much choice, but now the die is cast. If you expect to confront any decisions in the future, you assume that they will be mere Hobson’s choices: what to give up, which medical risks to take.
  • Midlife: You think that your current situation is partly the result of your own past choices, which you may either regret or recall proudly. You expect to make additional decisions in the future. You’re not starting from scratch–and not, perhaps, from where you would want to start–but you still have more moves to make.

Teenagers and young adults who enter YouthBuild USA estimate that they will live to an average age of 40 (Hanh et al 2004). They think that their lives are about half over. If Cathy J. Cohen’s analysis of African American youth applies to these teenagers (Cohen 2010), they will explain their own situations as a result of their own agency (they made mistakes, such as dropping out of high school) and structural injustices (their high schools were bad). Their mentalities are middle-aged or even old. YouthBuild, however, causes them to raise their own life-expectancies by almost 30 years. It makes them appropriately youthful by teaching them that structural factors explain their current situations but that they will have good decisions to make in the future, including decisions that can prolong their lives.

Something similar happens when a certain kind of hyper-serious 7-year old feels that she has made momentous decisions. Her “life is ruined” because of what she did. Adults should persuade her that her situation is adults’ responsibility and that her life is just beginning.

Now consider a person in his 40s who decides to start over and live his own life, because so far everything has been determined by others: parents, authority figures, then a disappointing spouse and demanding kids. For him, the past is others’ responsibility; the future will shaped by his agency. This is either a commendable move to reclaim his youth or a sign of immaturity, a failure to accept that he actually shaped who he is. In either case, it is tinged with sadness because he should have been youthful when he was chronologically young instead of now.

Or consider a person who is chronologically old and whose doctor tells her she is close to death. Yet she gains satisfaction in the way that the Stoics recommended, by planning how to spend her last weeks and how to die with dignity. She has put herself in midlife even though she is old.

For those of us who are actually in our middle years, this framework affords some satisfaction. Young people should be youthful. But midlife is maturity. It combines a recognition of limits–we have made choices that we cannot undo–with a sense of agency. We are what we have made ourselves, but we aren’t done.

Sources: Cathy J. Cohen, Democracy Remixed: Black Youth and the Future of American Politics (Oxford 2010); Hahn, A., Leavitt, T. D., Horvat, E. M., & Davis, J. E. (2004). Life after YouthBuild: 900 YouthBuild graduates react on their lives, dreams, and experiences. Somerville, MA: YouthBuild USA. See also Kieran Setiya on midlife: reviving philosophy as a way of life; and to what extent do you already know the story of your life?