A Looming Deadline for the Right to Ramble

For centuries, ordinary Brits have enjoyed a legal “right to ramble” throughout the countryside even when they might cross someone’s private property. In England and Wales alone, there are an estimated 140,000 miles of footpaths and bridlepaths that are considered public rights of way. Now, as reported by the website Boing Boing, the full scope of this right -- and access to a vast network of paths -- is in question.

The legal right to ramble stems from the Charter of the Forest, the 1217 social compact grudgingly ratified by King John that formally recognized commoners’ rights of access to the forest. The right was part of a larger constellation of rights won by commoners after their long struggle with the Crown over who shall have access to the forest – only the King and his lords and retainers, or ordinary people, too?

Because of the right to ramble, a sprawling network of paths evolved in Great Britain over the centuries, bringing together villages, roads, farms, and natural landmarks throughout the landscape. The pathways were once regarded as vital infrastructure for commerce, social tradition, and everyday convenience. Now the pathways are mostly seen as a beloved cultural heritage and recreational commons. Millions of people roam the pathways every year. 

Like so many social limitations on private private property, however, people forget about what belongs to them – while property owners are ever-alert to the prospect of expanding their rights. Many modern-day property owners in England and Wales despise the right to ramble because it limits, however marginally, their absolute, exclusive control of the land. 

In 2000, property owners prevailed upon the British Parliament to terminate the ancient right to ramble unless a given pathway has been formally mapped and officially recognized. The Countryside and Rights of Way Act set a deadline for such mapping: January 1, 2026. (Parliament originally set a ten-year deadline.) After 2026, unmapped historic pathways will revert to private property and the public right to ramble on such lands will expire forever.

To counter this threat, the Ramblers – a long-time association of walking enthusiasts dedicated to the sense of freedom and benefits that come from being outdoors on foot” -- has organized a campaign, Don’t Lose Your Way, along with a guidebook for ramblers, “Protect Where You Love to Walk.” The goal: to help a small army of volunteers map all of the pathways in England and Wales by 2026, and in so doing, keep them available to commoners.

This task is difficult because some historic pathways may not exist on any contemporary maps. Many pathways are known only through informal, customary use.Their very existence is known because one generation introduces the next generation to the joy of walking them. The official maps made by local authorities may or may not recognize the paths, and newer maps may omit older, less-used paths. Sometimes unscrupulous landowners have actually altered pathways to discourage people from using them, or to eradicate local memory of them.

The Ramblers say that identifying and verifying the existence of many pathways really requires a “systemic trawling through archives.” There is no other way to be definitive. But this task is plainly impractical. Chances are good that some pathways will be overlooked and lost to private enclosure. 

But Brits have a history of standing up for their "right to roam." In a still-remembered episode in 1932, there was a mass trespass on the mountain area known as Kinder Scout -- a deliberate act of civil disobedience by hundreds -- to protest the lack of access to open countryside in England and Wales.

The mapping requirement by Parliament reminds me of other enclosures in modern life. Think how Indians (on the subcontinent) have had to document the medicinal value of hundreds of traditional plants and herbal medicines in order to keep them available to all.Without such documentation, transnational pharmaceutical companies could patent traditional medicines that have been freely used for centuries. Without affirmative evidence marshaled by commoners -- the Traditional Knowledge Digital Library -- Big Pharma could claim private, proprietary control over the biowealth of the commons.

I am also reminded of the way that the music industry used copyright law to privatize the commercial use of the 1858 song "Happy Birthday." Another example of how the culture of commoning is an irresistible target for private commercialization. (Happily, a US federal court declared the copyright of "Happy Birthday" to be invalid in 2016.)

It is encouraging to know that the Ramblers and their allies are on the case. Their campaign to map English and Welsh walking trails serves as another reminder that the rights of commoners cannot be taken for granted. They must be secured through hard work and struggle.

Tisch College Postdoc in Civic Science

Tufts University’s Jonathan M. Tisch College of Civic Life will award a Postdoctoral Fellowship in Civic Science for the 2019-20 academic year (June 1, 2019-May 31, 2020). This postdoctoral fellowship is offered in partnership with the Charles F. Kettering Foundation in Dayton, OH and involves some work at Kettering’s offices in Dayton as well as full-time employment at Tufts in the Boston area.

The Tisch College Civic Science Initiative, led by Dr. Jonathan Garlick, aims to reframe how key participants—scientists, the public, the media, institutions of higher education, and other stakeholders—can engage the national dialogue by:

  • Redefining the role of higher education in promoting science for the public good, by teaching skills that can transform science-based information into actionable civic knowledge
  • Redefining the role of the scientist in society by training scientists to implement a participatory approach that fosters an understanding of science as relevant and accessible
  • Redefining the national conversation on divisive and complex scientific issues to create a more inclusive exchange of ideas through dialogue that connects evidence-based science to our values, beliefs, and choices.
  • Developing courses and pedagogies designed to build civic capacities on complex and controversial science-based issues of societal consequence.
  • Civic Science is interdisciplinary, and this fellowship is open to a PhD in any relevant field.

The Postdoctoral Fellow will attend and participate in the Summer Institute of Civic Studies at Tisch College from June 20-28, 2019. He or she will conduct research related to Civic Science, both independently and in collaboration with Prof. Garlick and the Kettering Foundation. He or she will teach one course to undergraduates in the Civic Studies Major. The Fellow will attend orientation and research meetings at the Kettering Foundation as requested.

Qualifications
A scholar with a Ph.D. in any relevant discipline who is not yet tenured.

Application Instructions
Applications should include:

(1) a cover letter which includes a description of your research goals during the fellowship year and the courses you would like to offer;

(2) your CV;

(3) one writing sample;

(4) three letters of recommendation which should be uploaded by your recommenders to Interfolio directly; and

(5) teaching course evaluations, if available.

February 1, 2018 and will continue until the position is filled

Questions about the position should be addressed to Tisch College Academic Dean at Peter.Levine@tufts.edu.

Non-Discrimination Statement

Our institution does not discriminate against job candidates on the basis of actual or perceived gender, gender identity, race, color, national origin, sexual orientation, marital status, disability, or religion.

Tufts University, founded in 1852, prioritizes quality teaching, highly competitive basic and applied research and a commitment to active citizenship locally, regionally and globally. Tufts University also prides itself on creating a diverse, equitable, and inclusive community. Current and prospective employees of the university are expected to have and continuously develop skill in, and disposition for, positively engaging with a diverse population of faculty, staff, and students. Tufts University is an Equal Opportunity/ Affirmative Action Employer. We are committed to increasing the diversity of our faculty and staff and fostering their success when hired. Members of underrepresented groups are welcome and strongly encouraged to apply. If you are an applicant with a disability who is unable to use our online tools to search and apply for jobs, please contact us by calling Johny Laine in the Office of Equal Opportunity (OEO) at 617.627.3298 or at Johny.Laine@tufts.edu. Applicants can learn more about requesting reasonable accommodations at http://oeo.tufts.edu.

See also: Cooperative Congressional Election Study and Tisch College of Civic Life: Postdoctoral Fellowship

Martin Luther King describes the activists for civil rights

On Sept. 10, 1961, Dr. Martin Luther King, Jr. published an op-ed in the New York Times entitled “The Time for Freedom has Come.” To the best of my knowledge, it is his most extensive description of the people who formed the Civil Rights Movement. It is neither an address to the movement nor a critique of broader social issues. It is an effort to characterize the movement’s participants for an audience that was presumably mostly white and not involved in civil rights activism (although I am sure the document also circulated within the movement).

It’s interesting that King never uses a noun like “activists” or “leaders” or “radicals” to name the people he writes about.* His topic in this article is “Negro youth,” “Negro students,” or “Negro collegians”–identities and social roles. Not all Black college student were activists (as King acknowledges), and certainly not all civil rights activists were college students. But King is interested in generalizing about members of an important social group. He believes they are characterized by “imagination and drive …, tamed by discipline and commitment”; by “maturity and dedication” along with “intensity and depth of … commitment.”

Their characteristic act is “self-sacrifice,” which is a leitmotif in King’s writing. To sacrifice something of value, in public, with clarity of conviction, is a weapon available to everyone, including the excluded.

To be so disciplined, so intense, and so eager to sacrifice sounds hard, and it is hard, but King emphasizes that “it is not a solemn life, for all its seriousness.” Humor and satire are common and useful in the movement. Participation also builds skills and dispositions that have value to the individual. King even suggests that the way to produce American workers who can “compete successfully with the young people of other lands, may be present in this new movement,” because of the way it builds “maturity.”

Throughout the article, King emphasizes the need for “both action and philosophical discussion.” He writes, “Knowledge and discipline are as indispensable as courage and self-sacrifice. … The movement therefore gives to its participants a double education–academic learning from books and classes, and life’s lessons from responsible participation in social action.”

Here we have a powerful statement that nonviolent political action can change the world (winning “spectacular and considerable” victories) while also enriching and ennobling the lives of the activists themselves. To accomplish that requires a combination of action and reflection, of passion and discipline, and it requires the joint effort of many people.

*Once, in passing, he calls them “participants in the movement.” See also the kind of sacrifice required in nonviolence; an exercise for Martin Luther King Day; Why Civil Resistance Works; no justice, no peace? (analyzing a quote from Dr. King)

EvDem Announces Leadership in Democracy Awardee

In case you missed it, NCDD member org, Everyday Democracy announced the winner of the second annual Paul and Joyce Aicher Leadership in Democracy Award! Please join us in congratulating Beth Broadway of InterFaith Works of Central New York for her work in Syracuse over the last 40 years, and runner-up, Mayme Webb Bledsoe of the Duke Durham Neighborhood Partnership in North Carolina. We encourage you to read the announcement below or on Everyday Democracy’s blog here.


Syracuse New York’s Beth Broadway Wins 2018 Paul Aicher Leadership in Democracy Award

EvDem LogoBeth Broadway of InterFaith Works of Central New York is Announced the Winner of the Paul and Joyce Aicher Leadership in Democracy Award

For more than 25 years, Everyday Democracy has worked with communities across the country to foster a healthy and vibrant democracy – characterized by strong relationships across divides, leadership development, including the voices of all people, and understanding and addressing structural racism.

Beth A. Broadway was recognized for her more than 40 years as a force for justice, raising voice to issues of oppression, and advancing racial and social equity through the process of dialogue and action. Her racial equity work has directly impacted thousands of individuals and families and has markedly improved Syracuse and surrounding communities.

“Throughout her career, Beth has championed democracy and bridge building across divides of ethnicity, race, faith and socioeconomic background.” said Beth’s nominator, Shiu-Kai Chin, PhD, Prof., Syracuse University College of Engineering & Computer Science and Chair of the Board of InterFaith Works. “She has created space for the voices of those who often go unheard, and nurtured leadership skills in those who are frequently marginalized. At 11, she watched her mother stand firm in front of angry neighbors trying to prevent African American children from getting off their school bus at her newly desegregated school. Beth’s mother stepped between the mob and children to escort them into the building. Her mother’s courage is the touchstone for Beth’s work in civil rights and human service.”

Beth first served as a social worker for Head Start in Chicago. Working with single moms and pre-school children, she provided leadership training and a forum for mothers to learn to advocate for themselves and their children. To this day, Beth credits those moms with teaching her about helping people find their voice.

Beth has been one of the design thinkers and implementers of two city-wide democracy building initiatives, each of which has continued for more than 23 years. The two initiatives are The Leadership Classroom that trains grassroots leaders to view the world through a lens of equity and power, and Tomorrow’s Neighborhoods Today, a neighborhood planning model that assembles grassroots groups, social service agencies, businesses and governmental departments in Syracuse to identify critical needs and develop annual and long-range plans for the city’s neighborhoods.

After serving as a consultant and board member for six years, Beth became director of the Community-Wide Dialogue to End Racism in 2001 which is now the Ahmad and Elizabeth El-Hindi Center for Dialogue. The Center focuses on ending racism, improving police-community relations and interfaith understanding. After participating in Everyday Democracy’s Communities Creating Racial Equity learning community, Beth adapted the dialogue work to take action on a specific need facing Syracuse: a city school district whose staff members are largely white and suburban teaching students that are largely of color. That work has contributed to increasing diversity of teaching staff in Syracuse and a commitment to continuing the work of creating equitable education opportunities for students of color. The Community-Wide Dialogue is one of the longest continually running programs of its type in the nation, having directly engaged over 12,000 people to date. It actively serves as model for communities across the country.

In 2010, she assumed the role of President/CEO of the entire agency, which, in addition to the above, settles refugees and is a welcoming center for immigrants and New Americans to the Central New York region. The agency also promotes interfaith understanding, provides chaplaincy services to people who are incarcerated and institutionalized, and serves frail elderly to affirm their dignity and break through the isolation and loneliness that often accompanies aging.
“Beth has raised the profile and practice of Dialogue to Change in Syracuse and across the country, and has held up a consistent vision of democratic participation connected to equitable change,” said Everyday Democracy’s Executive Director Martha McCoy. “ Beth models what it means to be a white ally – a leader who is committed to racial justice and to democratic dialogue and engagement. She demonstrates how to build inclusive spaces for people to start where they are and deepen their understanding of racial justice.”

“It is an honor to be selected by one’s peers for recognition, especially peers like those at Everyday Democracy, who have helped our nation develop the tools of dialogue and a racial equity lens that will keep our democracy strong. This award means a great deal to me, but is really a testament to the many hard working people, both staff and volunteers, that make InterFaith Works the caring, compassionate, and forward thinking agency that it is. The gift that accompanies this award will be added to our newly founded endowment that will assure that this work will go on for many years to come.”

This year, the Committee also recognized a Runner Up, Mayme Webb Bledsoe of the Duke Durham Neighborhood Partnership in North Carolina. They also recognized these strong finalists for the award: Campus Compact of Oregon; Marcia DuFore of the North Central Regional Mental Health Board in Connecticut; and the Michigan Community Scholars Program. Honorable Mentions went to: InterAction Initiative (Taeyin ChoGlueck and Deandra Cadet), Mishawaka, Indiana; and Deeqo Jibril, Roxbury, Massachusetts. Recognition of Promising Practices went to: The Connecticut Youth Forum, Hartford, Connecticut; Equity Arcata, Arcata, California; The Multicultural Resource Center, Ithaca NY; and Tracey Robertson, FitOshKosh, Oshkosh, Wisconsin.


Paul J. Aicher and his wife Joyce were known for their generosity and creative genius. A discussion course at Penn State helped Paul find his own voice in civic life early on, and sparked his lifelong interest in helping others find theirs. Paul founded the Topsfield Foundation and the Study Circles Resource Center, now called Everyday Democracy, in 1989.  The organization has now worked with more than 600 communities throughout the country, helping bring together diverse people to understand and make progress on difficult issues, incorporating lessons learned into discussion guides and other resources, and offering training and resources to help develop the field and practice of deliberative democracy.

You can find the original version of this announcement on Everyday Democracy’s site at www.everyday-democracy.org/news/syracuse-new-yorks-beth-broadway-wins-2018-paul-aicher-leadership-democracy-award.

ENGAGING IDEAS – 01/18/2019


Democracy

The Populist Specter (The Nation)
Is the groundswell of popular discontent in Europe and the Americas what's really threatening democracy? Continue Reading

Waiting for a Shutdown to End in Disaster (The Atlantic)
Aides on Capitol Hill fear that a dramatic government failure may be the only thing to force President Trump and the Democrats back to the table. Continue Reading

It's time for think tanks and universities to take the democracy pledge (The Washington Post)
The murder of Jamal Khashoggi has put the spotlight on think tanks and universities receiving funding from the Saudi regime. Under pressure by media reports, a few think tanks, such as the Brookings Institution, the Center for International Studies and the Middle East Institute, have decided to return Saudi money. Continue Reading


Opportunity/Inequality

Why midsized metro areas deserve our attention (Brookings)
Consensus is forming that place matters for economic policy; and evidence is mounting that the largest places are succeeding while smaller ones are not. Continue Reading

How Educational Opportunity Programs graduate first-generation college students (Hechinger Report)
Nationally, only 11 percent of first-generation students typically graduate in six years; 55 percent of New Jersey's educational opportunity program students earn a degree in six years. Continue Reading

As Poll Shows Majority Back 70% Tax Rate for Ultra-Rich, Ocasio-Cortez's "Radical" Proposal Proves Extremely Mainstream (Common Dreams)
Rep. Alexandria Ocasio-Cortez (D-N.Y.) sparked a flood of hysterical and error-filled responses from the right when she suggested in a recent "60 Minutes" interview that America's top marginal tax rate should be hiked to 70 percent to help pay for bold progressive programs, but a survey published on Tuesday found that the majority of Americans are on the freshman congresswoman's side. Continue Reading


Engagement

New York's Democracy Reform Bill, and the Message It Sends (The American Prospect)
After decades in which all reforms were stymied, the new legislature enacted sweeping changes to voting laws on its second day in session. Continue Reading

Federal judge strikes down Wisconsin early-voting restrictions (The Hill)
U.S. District Judge James Peterson ruled Thursday that the early-voting limits were clearly similar to restrictions that were blocked two years ago, according to The Associated Press. Continue Reading


K-12

As government shutdown drags on, New York City vows to protect school food program (Chalkbeat)
The federal government provides about $43 million a month to pay for school meals in New York City, and right now the city has money on hand that would last until April. Continue Reading

At Los Angeles Teachers' Strike, a Rallying Cry: More Funding, Fewer Charters (The New York Times)
After more than a year of protracted negotiations, the district's 30,000 public schoolteachers walked out demanding higher pay, smaller class sizes and more support staff for students. But the union is also using the strike as a way to draw attention to what it sees as the growing problem of charter schools, saying that they siphon off students and money from traditional public schools. Continue Reading

Report: Online learning should 'supplement' - not replace - face-to-face instruction (Education Dive)
A new report takes a critical view of fully online courses and competency-based education (CBE) as regulators and stakeholders discuss the topics during the negotiated rulemaking session that kicked off this week. Continue Reading


Higher Ed/Workforce

No Tuition, but You Pay a Percentage of Your Income (The New York Times)
Income Sharing Agreements are gaining the attention of higher education and Wall Street. One early success story is getting a boost from venture capital. Continue Reading

City University of New York Struggles to Fill Top Job (Wall Street Journal)
The City University of New York is close to ending its search for a new chancellor after having difficulties filling the position atop one of the nation's pre-eminent public systems of higher education. Continue Reading

America's colleges struggle to envision the future of diversity on campus (Hechinger Report)
America's colleges struggle to define, let alone achieve, diverse campuses in today's identity-centric and socioeconomically divided climate. Continue Reading


Health Care

Nearly half of doctors feel burned out, Medscape survey shows (Healthcare Dive)
Nearly 44% of American physicians report feeling burned out - and it's especially a problem for female doctors, according to a new Medscape report on doctor burnout, depression and suicide. Continue Reading

What's next after the CMS price transparency "first step" (MedCity News)
A new price transparency rule from CMS requires hospitals to post their retail list prices online, but critics are saying it doesn't go nearly far enough. Continue Reading

Microsoft, Walgreens team up to develop new healthcare delivery models (Fierce Healthcare)
Walgreens Boots Alliance Inc. (WBA) and Microsoft Corp. announced on Tuesday that they will team up to develop new healthcare delivery models, including technology and retail innovations to disrupt the healthcare delivery space. Continue Reading

game theory and the shutdown

In game theory, you model a real-world situation by simplifying it to depict a finite group of “players” who are defined by preferences and choices. You predict outcomes based on how these players will choose. The structure of the choice matters, e.g., Will they decide simultaneously or in turn? Once, or several times? (Here’s my argument that game theory is useful.)

In the case of the current shutdown, it seems that at least the following six players are relevant:

  • Donald Trump: He can choose at any time between the status quo (threatening to veto a continuing resolution, or CR, unless it includes money for a wall) or folding (saying that he would sign such a resolution). His decision-making process is simple: he does what he wants to do. He could, however, renege on a promise to sign a “clean” CR. He presumably wants: 1) the wall, 2) the ability to claim a victory, 3) higher instead of lower popularity, 4) strong support among Republican voters, to head off a primary, 5) economic growth, and 6) an outcome that will satisfy the actual opponents of immigration (who know that a wall won’t really help their cause). NB: these are not in order, because I am not sure how to rank them.
  • Chuck and Nancy: They can choose at any time between the status quo (supporting only a “clean” CR) or else folding (agreeing to fund the wall). Their decision-making process is complex since they are elected by caucuses full of diverse interests and values. They presumably want: 1) no wall, 2) a victory over Trump that is popular on the center-left, 3) Trump’s popularity to fall, 4) the Republican congressional caucuses to fracture, 5) federal workers to be paid, and 6) other policies, such as DACA, to pass. Again, these are not in order–maybe they want 6) most of all.
  • Mitch McConnell: He can choose at any time to propose a “clean” CR or some kind of win/win agreement, such as the wall plus DACA. He presumably wants: 1) this whole thing to go away, 2) conservatives in Kentucky to like him, 3) Republican Senators in diverse circumstances all to be reelected in 2020, and 4) his caucus to hang together.
  • Federal workers: They can choose at any time between the status quo (showing up to work without being paid) or some kind of civil resistance: massive absenteeism, a wildcat strike. Their decision-making is very complex. For instance, the National Border Patrol Council (a union) is right behind Trump, but perhaps its members aren’t. In general, federal workers presumably want: 1) to get paid. Their other interests–such as harming or else supporting Trump–vary.
  • Right-wing personalities and organizations: They can choose to put pressure on Trump or back off. They like the wall but differ in how much they like it. Many know that it wouldn’t actually reduce immigration and are dead-set against giving up a punitive immigration law in return for a wall that doesn’t work. But their opinions on that matter vary. They need not speak in unison, and perhaps it’s necessary to model them as several players. They presumably want: 1) less immigration, 2) symbolic manifestations of white nationalism, 3) Democrats and liberals to look bad, 4) their own audiences to stay loyal.
  • The people who are sampled in opinion polls: They can each say whether they blame Trump or the Democrats. Their decision-making process is individual choice followed by a pollster’s statistical aggregation. They want lots of things, but current polls suggest that the largest group wants: 1) no wall, 2) the government to reopen, and 3) the politicians to move onto other things. This is what they say, but the partisan heuristics with which they’d assess any specific outcome cannot be discounted.

I tend to think that Tyler Cowan is right that the federal workers will end this. Of course, their ability to act is much constrained by labor law, but they still have a range of tactics available to them. Mitch McConnell is the other player with a lot of clout–but bad options, which is why he isn’t playing so far.

The time dimension is crucial, since the status quo could be interrupted unpredictably by a disaster that needs a federal response, an economic crisis, a serious decline in Trump’s popularity, an erosion of public support for the Democrats, or a major distraction, such as a certain Special Council’s final report. Smart players must decide how to choose based on deep uncertainty about what happens next.

syllabus of Introduction to Civic Studies, spring 2019

I am about to start teaching Intro to Civic Studies with my colleague Erin Kelly. Here is our syllabus, minus the grading rules, office hours, etc.

January 17: Introduction: A case from the Pluralism project to spur discussion and raise questions about organizational types and purposes, disagreements about values, and how identities are involved.

January 22: A “feeling of personal responsibility for the world”

January 24: The citizen in a modern democracy

  • John Dewey, The Public and its Problems, Chapter 5, “Search for the Great Community.”

Problems of Collective Action

January 29: Elinor Ostrom and the Bloomington School

January 31: Ostrom Continued

  • Thomas Dietz, Nives Dolsak, Elinor Ostrom, and Paul C. Stern, “The Drama of the Commons” in Elinor Ostrom, ed., Drama of the Commons, pp. 3-26.
  • Elinor Ostrom, Governing the Commons, Ch. 1.

February 5: Ostrom Continued

February 7 and Feb 12 Social Capital

  • Robert D. Putnam, “Bowling Alone: America’s Declining Social Capital,” Journal of Democracy 6:1, Jan 1995, 65-78
  • Robert D. Putnam, “Community-Based Social Capital and Educational Performance,” in Ravitch and Viteritti, eds., Making Good Citizens, pp. 58-95
  • Pierre Bourdieu, Forms of Capital, 1986 (excerpt)

Identifying Good Ends and Means

February 14: A Deliberation

  • Pre-read the Harvard Pluralism Project’s case entitled A Call to Prayer and be ready to discuss what the people of Hamtramck, MI should do.

First group assignment (a simulation) is due

 February 19: Habermas and Deliberative Democracy

  • Jürgen Habermas, “The Public Sphere: An Encyclopedia Article,” New German Critique, 3 (1974), pp. 49-55
  • Lasse Thomassen, Habermas: A guide for the perplexed. A&C Black, 2010, pp. 63-96, 111-130.

February 26: Habermas Continued

  • Jürgen Habermas, Theory of Communicative Action (selection) 
  • Jürgen Habermas, Between Facts and Norms, pp. 17-23, 38-41

February 28:  The Conditions for Deliberation

  • Jürgen Habermas, Between Facts and Norms, pp. 359-379
  • Danielle E. Allen, Talking to Strangers: Anxieties of Citizenship Since Brown, v. Board of Education, pp. TBA

Final draft of first paper due

March 12: John Rawls

  • John Rawls, A Theory of Justice, pp. 3-19, 52-57

March 14: Testimony and Empathy

  • Lynn Sanders, “Against Deliberation”
  • Emily McRae, “Empathy, Compassion, and ‘Exchanging Self and Other’ in Indo-Tibetan Buddhist Ethics” for Handbook of Philosophy of Empathy (Routledge), edited by Heidi Maibom, 2017.

March 14: Midterm in class

March 15-25: Spring Break

Social Movements 

March 26: Social Movements 

  • Charles Tilly, “Social Movements, 1768-2004”
  • Marshall Ganz, “Why David Sometimes Wins: Strategic Capacity in Social Movements,” in Jeff Goodwin and James M. Jasper, Rethinking Social Movements: Structure, Meaning, and Emotion (Lanham, MD: Rowman and Littlefield, 2004) pp.177-98.

March 28: Exclusion and Identity

  • The Book of Nehemiah
  • Audre Lorde, “The Master’s Tools Will Never Dismantle the Master’s House.”
  • Steve Biko, “Black Consciousness and the Quest for True Humanity” 

Second group assignment due

April 2:

Identity and the Common Good

  • Lilla, Mark Lilla, “The End of Identity Politics,” The New York Times, Nov. 18, 2016
  • Todd Gitlin, “The Left Lost in Identity Politics,” Harpers, Sept. 1993 
  • Transcript of an encounter: Hillary Clinton and Julius Jones

April 4: Community Organizing

  • Saul Alinsky, Reveille for Radicals, 1946 (1969 edition), pp. 76-81; 85-88; 92-100, 132-5, 155-158.
  • Myles Horton and Paulo Freire, We Make the Road by Walking, pp. 115-138

April 9: Nonviolent Campaigns

  • Martin Luther King, Stride Toward Freedom, chapters 3, 4, and 5.
  • Erica Chenoweth and Maria J. Stephan, Why Civil Resistance Works: The Strategic Logic of Nonviolent Conflict, chapters 1 and 2 

April 11: Impure Dissent

  • Tommie Shelby, Dark Ghettos, 38-48, 252-73

April 16, 18: Nonviolence (PL)

  • Bikhu Parekh, Gandhi, Chapter 4 (“Satyagraha”), pp. 51-62;
  • Gandhi, Satyagraha (Ahmedabad: Navajivan Publishing Co., 1951), excerpts.

April 18: Gandhi continued (PL)

  • Gandhi, Notes, May 22, 1924 – August 15, 1924, in The Collected Works of Mahatma Gandhi (Electronic Book), New Delhi, Publications Division Government of India, 1999, 98 volumes, vol. 28, pp. 307-310
  • Timothy Garton Ash, “Velvet Revolution: The Prospects,” New York Review of Books, December 3, 2009 

The Person in Community

April 23: Civic Education: What all this means for what students should learn (EK)

  • Joel Westheimer and Joseph E. Kahne, “Educating the ‘Good Citizen’: Political Choices and Pedagogical Goals,” PS Online

Third group assignment due

April 25: Civic Studies at Tufts and Beyond

Draft of second paper due

May 7: Final paper due.

Featured D&D Story: KRIA The Icelandic Constitution Archives

Today we’d like to feature a great example of dialogue and deliberation in action, KRIA The Icelandic Constitution Archives. This mini case study was submitted by Eileen Jerrett via NCDD’s Dialogue Storytelling Tool. Do you have a dialogue story that our network could learn from? Add your dialogue story today!


ShareYourStory-sidebarimageTitle of Project:
KRIA The Icelandic Constitution Archives

Description:
At the end of September, Build Up joined constitutional and legal scholars, government ministers, and democratic activists from around the world at the conference on Democratic Constitutional Design (DCD) at the University of Iceland hosted by EDDA Research Center in Reykjavik. We presented a tool, in partnership with the Center for Democratic Constitutional Design (CDCD) and the University of Washington, to support the continued process of constitutional reform in Iceland.

Iceland may seem like a strange destination, possibly far from the characteristics we’ve come to expect for peacebuilding processes. Build Up staff collectively have decades of experience supporting efforts by peacebuilders all around the world, but mostly in non-Western and global South conflict contexts. We don’t think Iceland sees itself as a conflict or post-conflict country — but as we learned more about Iceland’s citizen-driven constitutional reform process, we recognized that what Icelanders are doing around their constitution process is relevant to all of us.

We came to know this process in 2014 at our first Build Peace conference at MIT in Boston, where Eileen Jerrett presented her documentary Blueberry Soup, a beautiful film that introduced all of us to Iceland’s remarkable constitutional reform process.

Being able to amplify and broaden participation in peacebuilding processes, which often times including constitution making, is critical. Build Up feels there is a lot to learn from the organic process that Icelanders have gone through and continue to pursue in the aftermath of their 2008 economic crash.

The entire history of this process, including crowd-sourced inputs from common citizens and the innovative process employed by its authors… are in danger of being lost.

We are profoundly moved by Icelanders efforts to re-imagine their constitution, by truly making it a people driven social contract. Too often, the legalistic and technical complexities of a modern constitution makes it inaccessible to the people it’s intended to protect; it’s not a government’s document, it’s a people’s document. At the DCD conference, there were some wonderfully provocative discussions on a variety of forms of engaging and convening people, both online and offline — whether through new forms of digitally connected conversations and crowd-sourcing, or mini-publics and deliberative processes.

At this point, the core drafting process of the proposed Icelandic constitution is complete. The Icelandic people approved the draft Constitution in a non-binding referendum in 2012, but a filibuster by the opposition party prevented it from being voted on by the Parliament in that year and it has been stalled ever since. There are a number of political parties that remain committed to the passage of draft Constitution, however, and citizen’s groups have worked hard to keep the issue of citizen-centered constitutional reform on the national agenda.

What’s at risk in this process is more than just the success or failure of a unique and forward-thinking citizen-driven constitution. Writing a constitution is a society’s statement of values and purpose. Imagine it as the core social and legal contract that holds a nation together. This would be the backbone of stewardship of public resources, spaces, rights, and laws, should the constitution, or even parts of it, be enacted.

Yet, the new draft of the Icelandic constitution faces other dire problems through this stagnation. Over a decade’s worth of documentation critical to the reform process, including interviews, drafting notes, analysis, films, photos, and other electronic and physical evidence remains scattered across the island on the computers and in the homes of many who participated. The entire history of this process, including crowd-sourced inputs from common citizens and the innovative process employed by its authors in drafting the reformed constitution are not easily accessible to Icelanders, and are in danger of being lost. The memory of the process, of what mattered to Icelanders in their difficult four-year struggle after the 2008 economic crisis, is in danger of fading away.

Given the resistance by some of the political elite to put that people-driven constitutional reform process behind them, losing this history could ultimately close the door on a process that still shows signs of life.

In collaboration with the Icelandic Constitutional Society, the CDCD, and the University of Washington, Build Up envisioned a portal to access an archive of the history. A well designed and well presented interactive analysis of events important to the constitutional process could help Icelanders stay connected to its relevance.

Through an ongoing process of input from Icelandic stakeholders, Build Up worked closely with Eileen Jerrett (CDCD) and Cricket Keating (University of Washington) to develop a portal prototype— a proof-of-concept that gives us an idea of what’s possible when it comes to preserving the history and telling the story of an active constitutional reform process.

Our initial presentation of the tool was met with overwhelming positivity. There is clearly a strong desire for this kind of resource, not only by those central to the Icelandic process but many conference participants from around the world were equally excited about having access to this important process and its history.

Build Up will continue to support this important process. Following the conference, we are now working with CDCD and the Icelandic Constitution Society to bring more Icelanders on board. While thousands of documents and electronic files have been collected, there are likely thousands more uncollected across the island. Icelanders will also need to play a central role in determining the proper framing for the resources as they’re presented through the portal, ensuring the material is relevant and usable. Ideally, this portal not only preserves the history, but also catalyzes new energy among those Icelanders who were central to the effort, as well as a new generation of reformers who were too young to participate in a process that started over a decade ago.

What Icelanders are doing around their constitutional process is relevant to all of us.

While we see many learning opportunities beyond Iceland in making this process accessible, we also appreciate that its universal lessons must first and foremost be focused inward on a process of change within the country. Build Up is excited to play a small but, we believe, important role in supporting Icelanders efforts to present and preserve their recent history while continuing to reform their constitution for a more just and equitable future.

Which dialogue and deliberation approaches did you use or borrow heavily from?

  • Essential Partners dialogue
  • Technology of Participation approaches
  • Deliberative Polling
  • Council / Circle process

What was your role in the project?
Creative Director

What issues did the project primarily address?
Human rights

Where to learn more about the project:
www.medium.com/@howtobuildup/we-the-people-of-iceland-ab29e6e670bc

Don’t Miss Today’s Confab Call feat Senator Unger!

NCDD is excited for today’s FREE Confab Call featuring West Virginia State Senator John Unger. The one-hour call takes place at 1pm Eastern/10am Pacific. It’s going to be a great event – so make sure you register ASAP to secure your spot on the call!

Senator Unger is a major advocate for utilizing dialogue and deliberation to engage with constituents. Some of you may know him from the National Issues Forums Board of Directors, or have heard about his work in West Virginia already!

On this call, he will be sharing his most recent experience with using engagement practices while seeking reelection. He was just reelected this November in a race with a well-funded opponent, and attributes at least in part his willingness to engage with the communities he represents in these ways to his successful campaign.

John Unger has committed his life to being a public servant-leader and bringing together his many experiences in theology and public life. Unger is currently serving as a West Virginia state senator representing Berkeley and Jefferson counties in West Virginia. Unger was first elected to the West Virginia Senate in 1998 at the age of 28 – making him one of the youngest elected state senators in West Virginia history. He is currently serving his fifth four-year term and is the Senate Minority Whip. Also, Unger is currently the pastor of the three historic Harpers Ferry Civil War churches: St. John Lutheran Church, Bolivar United Methodist Church, and the priest of St. John’s Episcopal Church. Unger has also done extensive work relating to international humanitarian issues in Asia, India, and the Middle East.

During his Senate tenure, Unger lead to make West Virginia one of the first states in the nation to have universal early childhood education through the West Virginia Early Childhood Education Act. He combated child poverty and hunger with the Feed to Achieve Act. Senator Unger also sponsored the creation of the State Division of Energy, Farmland Protection Act, Water Resource Protection Act, anti-animal cruelty legislation, anti-litter legislation and numerous education bills.

This will be an engaging conversation on a timely topic in our politics. Don’t miss out – register for our call today!

About NCDD’s Confab Calls

Confab bubble imageNCDD’s Confab Calls are opportunities for members (and potential members) of NCDD to talk with and hear from innovators in our field about the work they’re doing and to connect with fellow members around shared interests. Membership in NCDD is encouraged but not required for participation. Confabs are free and open to all. Register today if you’d like to join us!

Take a Survey on Disciplinary Literacy in Middle and High School!

Friends in civics and social studies, disciplinary literacy is increasingly a significant element of instruction within our field. This new era of literacy, which moves us beyond the traditional Content Area Reading, is one that promises to better prepare our students for the rigors of academic language and a deeper understanding of the content.

In pursuit of understanding how we as educators approach disciplinary literacy in our classrooms, and what kind of support is needed, there is short but rich survey that you can take to contribute to understanding what exists and what needs to exist. Dr. Phil Wilder of (national champion) Clemson and Dr. Kristine Pytash of Kent State would love the assistance of middle and high school teachers in completing their survey and helping us grow as a profession. Please take a look at their request below. This is something that can have a huge impact in exchange for just a few minutes of your time:

Calling all middle and high school teachers!  Teacher expertise about how to best support the literacy of students in content areas is seldom consulted. For research to best support your teaching and students, we desire to understand your perspective.  No identifying information will be collected and the survey only takes approximately 10 minutes. Please click here to complete the survey.  If you would like additional information about this study, please contact kpytash@kent.edu or wilder@clemson.edu.  Thank you for considering.