learning exchanges at Frontiers of Democracy

There is still space for registrants at Frontiers of Democracy 2015, and we have just posted a preliminary list of the interactive concurrent sessions, or “learning exchanges.” More details here, but the headings are:

Additive/Replacement Engagement

Organized by Stephen Abbott, Great Schools Partnership, and the Glossary of Education Reform

Advancing Equity in Civic Deliberation

Organized by Chad Raphael, Santa Clara University

The Civic Media Project

Eric Gordon and Paul Mihailidis, Emerson College

Civic Potential of Modernity: Civic Studies as an Antidote to Civic Despair

Peter Levine, Tisch College, Tufts University
Joshua A. Miller, George Washington University
Karol Soltan, University of Maryland

Community—Police Relationships: The Critical Intersection of Race, Rights, and Respect

Bruce Mallory and Michele Holt-Shannon, New Hampshire Listens and the University of New Hampshire
Carolyn Abdullah and Val Ramos, Everyday Democracy

Continuum of Civic Action

Jason Haas, MIT Media Lab/Education Arcade
Cindy S. Vincent, Salem State University
Christy Sanderfer, University of Arkansas Clinton School of Public Service
Sarah Shugars, Tisch College at Tufts University

Creative Democratic Work at the Intersection of Faith and Community

John Dedrick, Kettering Foundation
Elizabeth Gish, Western Kentucky University
Robert Turner, Mathews Center for Public Life

Democracy through Text Messaging

Timothy J. Shaffer, Kansas State University

How does conflict resolution theory and practice contribute to the field of public deliberation?

Tina Nabatchi, Syracuse University, Maxwell School of Citizenship and Public Affairs
Lisa-Marie Napoli, Indiana University, Political and Civic Engagement Program

Innovations in Civic Technology

Charlie Wisoff, Kettering Foundation
Nick Santillo, Conva

Is there a place for social justice in higher ed? Practitioners and academics share their experiences

Margaret Brower, Tisch College at Tufts University
Ande Diaz, Allegheny College
David Schoem, University of Michigan

Next Generation: Training Lawmakers for a Different Kind of Politics

Ted Celeste, NICD
Democratic and Republican legislators from Massachusetts

Schooling and Citizenship (P-20)

Lori D. Bougher
Phil Martin
Jim Scheibel
Rebecca Townsend

From Protest to Policy

Allison Fine

the Clinton Foundation and the new gift economy

The Atlantic’s David Graham describes the “forthcoming book by Peter Schweizer [that] has excited the political world with allegations of quid pro quos, in which foreign governments gave to the Clinton Foundation and Hillary Clinton, then serving as secretary of state, did them favors—essentially alleging bribery in foreign affairs.” (For additional coverage, see Jonathan Chait, “The Disastrous Clinton Post-Presidency” or Graham, “A Quick Guide to the Questions About Clinton Cash.”)

I don’t think the real issue here is potential bribery. According to the federal bribery statute, 18 U.S. Code § 201, “a public official” receives a bribe if she or he, “directly or indirectly, corruptly demands, seeks, receives, accepts, or agrees to receive or accept anything of value personally or for any other person or entity, in return for: (A) being influenced in the performance of any official act …”

So bribery would have been committed if the Clinton Foundation accepted money “in return for” some favorable treatment by Secretary Clinton. That is the kind of quid pro quo that the Justice Department alleges in the pending case of Senator Menendez. But it isn’t how things usually work in power politics, and it isn’t the heart of our systemic problems with money in politics.

A New York Times’  news story, “Cash Flowed to Clinton Foundation Amid Russian Uranium Deal,” suggests how things actually work. A financier gives the Clinton Foundation $31.5 million. At an event with Elton John and Shakira to celebrate the gift, Ms. Clinton lauds the donor’s “remarkable combination of caring and modesty, of vision and energy and iron determination,” … adding: “I love this guy, and you should, too.” The same financier later on receives US State Department approval for a joint venture with a Russian uranium firm that affects control over this military/strategic commodity.

In a contract-based economy, parties agree to some kind of exchange before the goods, services, or money change hands. That has the advantage of efficiency and reliability. But when it comes to money and politics, such an agreement has the disadvantage of being a felony that can lead to imprisonment of no more than 15 years. There is an alternative, however–the older culture known as a gift economy. In a gift economy, goods circulate because A gives presents to B in the hopes that B will later give favors to A, but A studiously avoids any contract or explicit expectation.

The traditional reason is honor: it’s dishonorable in many societies to expect a return. In the current political environment, honor has the additional buttress of 18 U.S. Code § 201.

Yesterday’s New York Times editorial, after raising “questions about the interplay of politics and wealthy foreign donors who support the Clinton Foundation,” hastens to acknowledge: “Nothing illegal has been alleged about the foundation, the global philanthropic initiative founded by former President Bill Clinton.” However, the editorial warns, “accusations … will fester if straightforward answers are not offered to the public. [Hillary Clinton] needs to do a lot more, because this problem is not going away.”

I’m actually not sure what Ms. Clinton could do or say that would reduce criticism of the nexus between huge contributions to the Clinton Foundation, favorable treatment of its donors by the US government, and personal benefits to the Clinton family. It’s a gift economy, and exhaustive investigation is unlikely to reveal a quid pro quo or lead to any legal action (or legal exoneration).

Donors to the Clinton Foundation don’t necessarily know what they want when they give; they may have a mix of motivations, including altruism. The Clintons don’t take specific actions for donors just because of the money. But they do accept their gifts at glitzy events with Shakira and express their love for the donors. As in Beowulf, “treasures will change hands and each side will treat /the other with gifts; across the gannet’s bath,/ over the broad sea, whorled prows will bring/ presents and tokens” (Heaney trans., lines 1859-63) The public can see what this amounts to, with or without additional disclosures. The question is whether voters should tolerate it.

job openings in civic renewal (9)

This is the ninth in a series of occasional posts with lists of open positions:

Executive Director, Opportunity Nation: “Opportunity Nation is a bipartisan, multi-sector national campaign comprised of more than 300 employers, educational institutions, faith-based and civic organizations, community groups and nonprofits working to expand economic mobility and close the opportunity gap in America. As it moves to execute on an ambitious two-year strategic plan, Opportunity Nation seeks a skilled leader, influencer, storyteller, and champion to usher in a new era of growth and collective impact as Executive Director.”

Program Manager, Healthy Democracy: “If you’re passionate about political reform and civic engagement, this position is a unique opportunity to advance your values while making a lasting and positive impact on democracy. Healthy Democracy is a nonpartisan, nonprofit organization based in Portland Oregon. Our mission is to elevate the voice of citizens in our democracy in order to give voters information they can trust.  Our signature program, the Citizens Initiative Review (CIR), brings representative groups of citizens together to fairly and thoroughly evaluate high-profile ballot initiatives for the benefit of all voters. It’s a new and highly effective approach to democratic reform.”

Research Director, Harvard’s Edmond J. Safra Center for Ethics (soon to be led by the excellent Danielle Allen): “Working closely with the Center’s Director, faculty, and fellows, the RD will develop and manage a portfolio of collaborative projects and dissemination projects that would yield a stream of work outputs of interest to broad audiences, and support the intellectual work of grant development to sustain this portfolio of activities. The RD will participate in thematic seminars and conferences, and will work with the Director on their development. … The RD will assist with the development of the newly launched Fellows-in-Residency program, including helping to plan and oversee a weekly seminar, and evaluating its progress. The RD will assist with short and long-range planning to meet objectives, policy development and implementation, and other projects such as writing the annual report and other communications.”

Budget and Fiscal Administrator at Tufts University’s Tisch College of Citizenship and Public Service at Tufts (where I work!). See the Tufts Careers website, and enter requisition 15001129.

Program Administrator, Talloires Network (also based at Tufts). The Talloires Network is a coalition of universities — 340 institutions in 75 countries — that are moving beyond the ivory tower to tackle pressing societal problems. The Network is the primary global alliance committed to strengthening the civic roles and social responsibilities of higher education. It mobilizes its members to improve community conditions and, in the process, to educate students to be leaders for change. … The Program Administrator is responsible for organizing and managing conferences, workshops and other meetings; leading office management and systems; managing the annual MacJannet Prize Program; contributing to other core programs; and managing membership affairs. “

Joe Kahne on the citizenship test movement

Several states are requiring high school students to pass the US naturalization test in order to graduate. I credit the very well-intentioned sponsors of these bills with raising attention to civics and provoking a healthy discussion. I am against the actual legislation, for reasons I laid out in a Fox News piece: “Federal Citizenship Test: What Should a Good Citizen Really Know About America?” Mills College professor Joseph E. Kahne has an excellent article along similar lines in Ed Week today: “Why Are We Teaching Democracy Like a Game Show?” It’s behind a firewall, so I’ll just cite some highlights:

Suppose a legislature passed a law that made it a graduation requirement to know the name of the town in which Shakespeare was born. By passing that law, the members reasoned, teachers would teach this fact, students would learn it, and presto—the nation would benefit from improved literacy!

This hypothetical may sound odd, but legislators in more than a dozen states want to prepare young people for democracy by taking this approach. They have drafted bills to make passage of the naturalization test, the test given to those who want to become U.S. citizens, a graduation requirement. This law has already passed in Arizona and North Dakota.

To some, this graduation requirement may sound fair. If those who want to be American citizens must pass this test, why not require it for high school seniors?

Unfortunately, the test consists of a fixed set of 100 factual questions. For example, one test question asks for the name of the territory the United States purchased in 1803, and another asks respondents to “name one of the two longest rivers in the United States.” Memorizing the answers to such questions might prepare students for the game show “Jeopardy!,” but doing so won’t promote good citizenship any more than memorizing who wrote Moby Dick would promote good literacy skills.

Schools can prepare students to become leaders and problem-solvers for the 21st century. But to do so, policymakers need to reinforce the focus on substantive reform, not distract teachers and students with empty symbolic efforts. That way, teachers can concentrate on helping students understand the content of the Constitution, rather than on requiring that they memorize the answer to the test question, “When was the Constitution written?”

Democracy thrives when citizens think critically and deeply about civic and political issues, when they consider the needs and priorities of others, and when they engage in informed action—not when they memorize a few facts. Let’s make high-quality civic learning a priority. Let’s not take the easy way out and pass laws in more than a dozen states that turn civic education into a game of Trivial Pursuit.

signal

Eight with twenty-one zeros. That’s how many
Letters and numbers, dots, jots, tittles and clicks
Our chatty species sent around this year–
More than in a score of generations past.
Into that wind-whipped Sonoran, I cast
These sixty grains, these quiet sounds I hear,
In hopes their mood or sense or purpose sticks
In the swirl that obscures so much and so many.