• Foreign Policy
    Academic Webinar: U.S. Strategy in East Asia
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    Chris Li, director of research of the Asia-Pacific Initiative and fellow at the Belfer Center for Science and International Affairs at Harvard University, leads the conversation on U.S. strategy in East Asia. FASKIANOS: Thank you. Welcome to today’s session of the Winter/Spring 2023 CFR Academic Webinar Series. I’m Irina Faskianos, vice president of the National Program and Outreach at CFR.  Today’s discussion is on the record and the video and transcript will be available on our website, CFR.org/academic, if you would like to share it with your colleagues or classmates. As always, CFR takes no institutional positions on matters of policy.  We’re delighted to have Chris Li with us to discuss U.S. strategy in East Asia. Mr. Li is director of research of the Asia-Pacific Initiative, and a fellow at the Belfer Center for Science and International Affairs, where he focuses on U.S.-China relations, Asia-Pacific security, and technology competition. Previously, he was research assistant to Graham Allison in the Avoiding Great Power War Project, and coordinator of the China Working Group, where he contributed to the China Cyber Policy Initiative and the Technology and Public Purpose Project, led by former Secretary of Defense Ash Carter.  Chris, thanks very much for being with us today. I thought we could begin with you giving us your insights and analysis of the Biden administration’s foreign policy strategy in East Asia, specifically vis-à-vis China.  LI: Great. Well, first of all, thanks, Irina, for the invitation. I’m really looking forward to the conversation and also to all the questions from members of the audience and, in particular, all the students on this seminar. So I thought I’d start very briefly with just an overview of how the Biden administration’s strategy in the Indo-Pacific has shaped up over the last two years, two and a half years. What are the key pillars? And essentially, now that we’re about halfway through the first term—or, you know, if there is a second term—but President Biden’s first term, where things are going to go moving forward?  So as many you are probably familiar, Secretary of State Tony Blinken laid out essentially the core tenets of the Biden administration’s Indo-Pacific strategy, of which China, of course, is a focal centerpiece. And he did so in his speech last summer at the Asia Society, where he essentially described the relationship between the U.S. and China as competitive where it should be, cooperative where it can be, and adversarial where it must be. So sort of three different pillars: competition, cooperation, a sort of balance between the two. And in terms of the actual tenets of the strategy, the framing was three pillars—invest, align, and complete.  And so briefly, just what that meant according to Secretary Blinken was really investing in sources of American strength at home. Renewing, for example, investment in technology, investment in STEM education, infrastructure, and many of the policies that actually became known as Build Back Better, a lot of the domestic spending packages that President Biden proposed, and some of which has been passed. So that first pillar was invest sort of in order to o compete with China, we need to first renew our sources of American strength and compete from a position of strength.  The second element was “align.” And in this—in this pillar, I think this is where the Biden administration has really distinguished itself from the Trump administration. Many folks say, well, the Biden administration’s China policy or its Asia policy is really just Trump 2.0 but with a little bit—you know, with essentially a nicer tone to it. But I think there is a difference here. And I think the Biden administration’s approach has really focused on aligning with both traditional security partners—our allies, our alliances with countries like the Republic of Korea, Japan, the Philippines—but also invigorating those nontraditional partnerships, with India, for example.   I think another part of this strategy, another part of this dimension, has also been reinvigorating U.S. presence and U.S. leadership, really, in multilateral organizations. Not only, for example, taking the Quad and reestablishing some of the leader-level summits, the ministerials, proposing, for example, a COVID cooperation regime among new members of the Quad, but also establishing newer frameworks. So, for example, as many of you have read about, I’m sure, AUKUS, this trilateral security pact between Australia, the United Kingdom and the U.S. when it comes to sharing of nuclear submarine technology. That’s been a new proposed policy. And I think we’re about to see an update from the administration in the next couple of weeks.  And even with elements of the region that have been unappreciated and perhaps under-focused on. For example, the Solomon Islands was the focal point of some attention last year, and you’ve seen the administration propose the Partners in the Blue Pacific Initiative, which seeks to establish greater cooperation among some of the Pacific Island nations. And there was actually a summit hosted by President Biden last fall with leaders of the Pacific Island countries. So that alignment piece I think has really been significant as a cornerstone of the Biden administration’s Indo-Pacific strategy.  The third element, of course, competition, I think is the most evident. And we’ve seen this from some of the executive orders on semiconductors, the restrictions on advanced chips, to elements of trade, to even sort of advocacy for human rights and greater promotion of democracy. You saw the Summit for Democracy, which has been a pillar of the administration’s foreign policy agenda. So that’s basically what they’ve done in the last two and a half years.  Now, in terms of where that’s actually brought us, I think I’ll make four observations. The first is that, unlike the Biden—unlike the Trump administration, where most of the policy pronouncements about the People’s Republic of China had some tinge of inducing change in China—that was the phrase that Secretary Pompeo used in a speech on China policy—I think the Biden administration largely has said: The assumption and the premise of all of our policy toward China is based on the idea that the U.S. government does not seek fundamentally to change the Chinese government, the Chinese regime, the leadership, the administration, the rule of the Chinese Communist Party.  So that is both a markedly important difference, but it’s also a part of the strategy that I believe remains ambiguous. And here, the problem is, you know, invest, align, and compete, competitive coexistence, where does that all actually take us? And I think this is where analysts in the strategic community and think tank world have said, well, it’s great to invest, of course. You know, there’s bipartisan support. Alignment with partners and allies is, of course, a pretty uncontroversial, for the most part, approach. And competition is, I think, largely a consensus view in Washington, D.C. But where does this actually take us?  You know, for all of its criticisms, the Trump administration did propose a specific end state or an end objective. And I think the Biden administration has just sort of said, well, it’s about coexisting. It’s about just assuming to manage the relationship. I think there are, of course, valid merits to that approach. And on an intellectual level, the idea is that because this is not necessarily a Cold War 2.0, in the words of the Biden administration, we’re not going to have an end state that is ala the Cold War—in essence a sort of victory or demise, you know, the triumph of capitalism over communism, et cetera. In fact, it’s going to be a persistent and sustained rivalry and competition. And in order to harness a strategy, we essentially need to manage that competition.   So I think that’s—it’s an intellectually coherent idea, but I think one of the ambiguities surrounding and one of the criticisms that has been proposed is that there is no clear end state. So we compete, we invest, we align, but to what end? Do we just keep—does the administration continue to tighten up and enhance alliances with partners and allies, and then to what end? What happens next? And sort of where does this lead us—leave us in ten years from now? So I think that’s the first comment I’ll make about the approach to the Indo-Pacific.  The second is that one of the tenets, of course, as I describe, is this compartmentalization of compete, cooperate. In essence, you know, we will compete—we, being the United States—with China on issues of technology, issues of economics, but we will also cooperate on areas of shared concern—climate change, nonproliferation. I think what you’ve seen is that while the Biden administration has proposed this idea, we can split—we can cooperate on one hand and also compete on the other—the People’s Republic of China, the Chinese government, has largely rejected that approach.   Where you’ve seen statements from senior officials in China that have said, essentially, we will not cooperate with you, the United States, until you first cease all of the behavior, all of the negative policies that we don’t like. In essence, if you will continue to sell arms to Taiwan, if you continue, the United States, to restrict semiconductors, to crackdown on espionage, to conduct military exercises in the region, then forget about any potential cooperation on climate, or forget about any cooperation on global health, et cetera.   So in essence, being able to tie the two compartments together has prevented a lot of what the Biden administration has sought to achieve. And we’ve seen that very clearly with Special Envoy John Kerry and his relentless efforts to conduct climate diplomacy. And I think largely—for example, last summer in the aftermath of Speaker Pelosi’s visit to Taiwan, you saw a lot of those collaborative efforts essentially derailed. That’s the second comment I’ll make, which is while this approach, again, logically to most Americans would seem sound, it’s actually met a lot of resistance because the Chinese reaction to it is not necessarily the same.  The third is I think we’ve seen increasingly, even though there has been an increased alignment since the Trump administration with allies and partners, there’s still a degree of hedging among countries in the region. And that makes sense because from the perspectives of many of those leaders of countries in the region, the United States is a democratic country. We have an election coming up in 2024. And there’s no guarantee that the next president, if President Biden is no longer the president in 2024 or even in 2028, will continue this policy.   And I think all of you, as observers of American politics, know the degree to which American politics has become largely one that is dysfunctional, is almost schizophrenic in a way. And so one would imagine that if you are a leader of a country in the Asian-Pacific region, to support the Biden administration’s engagement, but also to maintain a degree of strategic autonomy, as this is often called. And so what I think we’ll continue to see and what will be interesting to watch is how middle powers, how other countries resident in the region approach the United States in terms of—(inaudible). I think India will be key to watch, for example. Its defense relationship with the United States has increased over the years, but yet it still has close interests with respect to China.  The final comment I’ll make is that on the military dimension I think this is another area of concern, where the Biden administration has said that one of its priorities is creating guardrails, constructing guardrails to manage the potential escalation in the event of an accident, or a miscommunication, miscalculation that could quickly spiral into a crisis. And we needn’t—we need not look farther than the 2001 Hainan incident to think of an example, which was a collision between a(n) EP-3 aircraft and a Chinese intelligence plane. And that led to a diplomatic standoff.  And so I think the United States government is very keen on creating dialogue between militaries, risk reduction mechanisms, crisis management mechanisms. But I think they’ve encountered resistance, again, from the People’s Republic of China, because the perspective there is that much of the U.S. behavior in the region militarily is invalid, is illegitimate. You know, the Chinese government opposes, for example, U.S. transits through the Taiwan Strait. So the idea therefore that they would engage and essentially deconflict and manage risk is sort of legitimizing American presence there militarily. And so we’ve encountered that obstacle as well.  So I think going forward on all four elements, we’re going to continue to see adjustment. And I think, as students, as researchers, I think these are four areas where there’s fertile room for discussion, for debate, for analysis, for looking at history. And I look forward to a conversation. Hopefully, many of you have ideas as well because there’s no monopoly on wisdom and there are many creative proposals to be discussed. So I look forward to questions. I’ll stop there.  FASKIANOS: Fantastic. Thank you, Chris. That was great. Now we’re going to go to all of you.  (Gives queuing instructions.)  Our first written question comes from Grace Wheeler. I believe a graduate student at the University of West Florida. Kissinger proposed the future of China-U.S. relations be one of coevolution instead of confrontation. Is it still realistically possible for the future of China-U.S. relations to be one of cooperation instead of confrontation?  LI: So terrific question. Thank you for the question. It’s a very interesting idea. And I think Henry Kissinger, who I know has long been involved with the Council on Foreign Relations, has produced through his many decades,strategic frameworks and new ways of thinking about cardinal challenges to geopolitics. I have not yet actually understood or at least examined specifically what the concrete pillars of coevolution entail. My understanding on a general level is that it means, essentially, the United States and the People’s Republic of China adjust and sort of mutually change their policies to accommodate each other. So a sort of mutual accommodation over time to adjust interests in a way that prevent conflict.  I think on the face—of course, that sounds—that sounds very alluring. That sounds like a terrific idea. I think the problem has always been what would actually this look like in implementation? So for example, on the issue of Taiwan, this is an issue where the Chinese government has said: There is no room for compromise. You know, the refrain that they repeat is: Taiwan is an inalienable part of Chinese territory. It is part of sovereignty. And there is no room for compromise. This is a red line. So if that’s the case, there’s not really, in my view, much room for evolution on this issue, for example. And it’s an intractable problem.  And so I don’t necessarily know how to apply the Kissinger framework to specific examples. And, but, you know, I do think it’s something worth considering. And, you know, I would encourage you and others on this call to think about, for example, how that framework might actually be adapted. So I think it’s an interesting idea, but I would—I think the devil’s in the details. And essentially, to think about how this would be applied to specific issues—South China Sea, human rights, trade—would be the key to unpacking this concept.  I think the second part of your question was, is cooperation possible? And again, I think, as I stated in my remarks, the Biden administration publicly says—publicly asserts that they do seek to maintain a space for cooperation in climate, in nonproliferation, in global health security. I think, again, what we’ve encountered is that the Chinese government’s view is that unless the United States ceases behavior that it deems detrimental to its own interests, it will not pursue any discussion of cooperation.   And so I think that’s the problem we’re facing. And so I think there are going to be discussions going forward on, well, given that, how do we then balance the need for cooperation on climate, in pandemics, with, for example, also concerns about security, concerns about military activity, concerns about Taiwan, et cetera? And I think this is the daily stuff of, of course, the conversations among the Biden administration and senior leadership. So personally, my view, is I hope cooperation is possible, of course. I think there are shared issues, shared vital interests, between the two countries and, frankly, among the global community, that require the U.S. and China to be able to work out issues. But I’m personally not optimistic that under this current framework, this paradigm, there will be a significant space open for cooperation.  FASKIANOS: Thank you. Going next to Hamza Siddiqui, a raised hand.   Q: Thank you. Hi. I’m Hamza Siddiqui, a student from Minnesota State University, Mankato.   And I actually had two questions. The first was: What kind of role does the U.S. envision Southeast Asian states—especially like the Philippines and Vietnam—playing in their U.S. strategy when it comes to Asia-Pacific security issues, specifically? And the second is that for the last few years there’s been some discussion about Japan and South Korea being formally invited to join the Five Eyes alliance. And I wanted to get your take on that. What do you think are the chances that a formal invitation would be extended to them? Thank you.  LI: Great. Thank you for the question. Two terrific questions.  So, first, on the role of countries in Southeast Asia, I think that under the Biden administration they have continued to play an increasing degree of importance. So you’ve seen, for example, even in the Philippines, which you cited, I think just last month Secretary of Defense Lloyd Austin made a visit there. And in the aftermath of the visit, he announced a new basing agreement. I haven’t reviewed the details specifically, and I’m not a Philippines expert, but in short my understanding is that there is going to be renewed American presence—expanded American presence, actually, in the region.   And the Philippines, just based on their geostrategic location, is incredibly important in the Indo-Pacific region. So I think that the administration is very active in enhancing cooperation on the defense element, but also on the political and economic side as well. So with the Quad, for example, in India, you’ve seen cooperation on elements of economics as well, and technology. I think there’s an initiative about digital cooperation too. So I think the answer is increasingly an important role.   On Japan and Korea, there have, of course, been discussions over the years about expanding the Five Eyes intelligence alliance to other countries in Asia as well. My assessment is that that’s probably unlikely to occur in a formal way in the near term. But I could be wrong. And that assessment is primarily based on the fact that the countries that currently are part of the Five Eyes agreement share certain elements of linguistic convergence. They all speak English. There are certain longstanding historical ties that those countries have. And I think that to necessarily expand—or, to expand that existing framework would probably require a degree of bureaucratic sort of rearrangement that might be quite difficult, or quite challenging, or present obstacles.  I think what you will see, though, is enhanced security cooperation, for sure. And we’ve seen that even with Japan, for example, announcing changes to its military, its self-defense force, and increased defense spending as well in the region. So I think that is a trend that will continue.  FASKIANOS: Next question I’m taking from Sarah Godek, who is a graduate student at the University of Michigan.   What do guardrails look like, from a Chinese perspective? Thinking how China’s foreign ministry has consistently put out lists of demands for the U.S. side, I’m wondering how guardrails are formulated by Wang Yi and others.  LI: Great. Thanks for the question.  So I guess I’ll step back first and talk about what guardrails, in my view, actually entail. So I think the idea here is that in the event of a crisis—and, most of the time, crises are not planned. (Laughs.) Most of the time, crises, you know, occur as a result of an accident. For example, like the 2001 incident. But an accidental collision in the South China Sea between two vessels, the collision accidentally of two planes operating in close proximity. And as Chinese and American forces operate in closer proximity and increasing frequency, we do have that risk.   So I think, again, the idea of a guardrail that essentially, in the military domain, which is what I’m speaking about, entails a mechanism in place such that in the event of an accident or a crisis, there are ways based on that mechanism to diffuse that crisis, or at least sort of stabilize things before the political leadership can work out a solution. In essence, to prevent escalation because of a lack of dialogue. And I think for those of you who’ve studied history, you know that many wars, many conflicts have occurred not because one power, one state decides to launch a war. That has occurred. But oftentimes, because there is an accident, an accidental collision. And I think many wars have occurred this way.  So the idea of a guardrail therefore, in the military domain, is to create, for example, channels of communication that could be used in the event of a conflict. I think the easiest parallel to imagine is the U.S. and the Soviet Union, where there were hotlines, for example, between Moscow and between Washington, D.C. during that era, where the seniormost national security aides of the presidents could directly reach out to each other in the event of a crisis.   In the China context, what has been difficult is some of those channels exist. For example, the National Security Council Coordinator for Asia Kurt Campbell has said publicly: We have hotlines. The problem is that when the Americans pick up the phone and call, no one picks up on the other side. And in short, you know, having just the structure, the infrastructure, is insufficient if those infrastructure are not being used by the other side.   I think with respect to the U.S.-China context, probably, again, as I mentioned earlier, the largest obstacle is the fact that guardrails help the United States—or, in the Chinese perspective—from the Chinese perspective, any of these guardrails would essentially allow the U.S. to operate with greater confidence that, in the event of an accident, we will be able to control escalation. And from the Chinese perspective, they argue that because the United States fundamentally shouldn’t be operating in the Taiwan Strait anyway, therefore by constructing that guardrail, by, for example, having dialogue to manage that risk, it would be legitimizing an illegitimate presence in the first place.   So that’s always been perennially the problem. And I think the argument that the United States has made is that, well, sure, that may be your position. But it is in your interest as well not to have an accident spiral into a conflict. And so I think we’ve seen not a lot of progress on this front. I think, for example, in the aftermath of Speaker Pelosi’s visit, there—you know, a lot of the defense cooperation ties were suspended.   But the last comment I’ll make is that that doesn’t necessarily mean that all dialogue has been stayed. There are still active channels between the United States and China. We have embassies in each other’s countries. From public remarks, it seems like during moments of enhanced tension there are still ways for both governments to communicate with each other. So I think the good news is that it’s not completely like the two countries aren’t speaking to each other, but I think that there are not as many channels for reducing risk, managing potential crises, in the military sphere that exist today, that probably should exist.  FASKIANOS: Thank you. I’m going to take the next question from Michael Long. Let’s see. You need to unmute yourself.  LI: It looks like he’s dropped off.  FASKIANOS: It looks like he put down his hand. OK. So let’s go next to Conor O’Hara.  Q: Hi. My name is Conor O’Hara. And I’m a graduate student at the Pepperdine University School of Public Policy.  In one of my classes, titled America’s Role in the World, we often talk about how America really does not have a comprehensive understanding of China. Not only China’s military and state department, but really China as a society. How can Americans change that? And where does America need to focus its efforts in understanding China? And then also, one other thing I think of, is, you know, where does that understanding begin? You know, how early in someone’s education or really within, say, the United States State Department do we need to focus our efforts on building an understanding? Thank you.  LI: Great. Well, thanks for the question. It’s a great question. Very hard challenge as well.  I think that’s absolutely true. I think the degree of understanding of China—of actually most countries—(laughs)—around the world—among senior U.S. foreign policy practitioners, I think, is insufficient. I think particularly with respect to China, and also Asia broadly, much of the diplomatic corps, the military establishment, intelligence officers, many of those people have essentially cut their teeth over the last twenty-five years focusing on the Middle East and counterterrorism. And that makes sense because the United States was engaged in two wars in that region.  But going back farther, many of the national security professionals before that generation were focused on the Soviet Union, obviously because of the Cold War. And so really, you’re absolutely correct that the number of people in the United States government who have deep China expertise academically or even professionally on the ground, or even have the linguistic ability to, you know, speak Mandarin, or other countries—or, languages of other countries in East Asia, I think is absolutely limited. I think the State Department, of course, has—as well as the intelligence community, as well as the Department of Defense—has tried to over the last few years reorient and rebalance priorities and resources there. But I think it’s still—my understanding, today it’s still limited. And I think there’s a lot of work to be done.  I think your question on how do you understand China as a society, I think with any country, number one, of course, is history. You know, every country’s politics, its policy, its government is informed by its history of, you know, modern history but also history going back farther. And I think China is no exception. In fact, Chinese society, and even the Communist Party of China, is deeply, I think, entrenched in a historical understanding of its role in the world, of how it interacts compared with its people, its citizens, its foreign conflicts. And so I think, number one is to understand the history of modern China. And I think anyone who seeks to be involved in discussions and research and debate on China does need to understand that history.  I think the second point is linguistics is actually quite important. Being able to speak the language, read the language, understand the language is important. Because so much of what is written—so much of our knowledge as, you know, American think tank researchers, is based on publicly available information in China. And a lot of that primarily is in Mandarin. So most speeches that the senior leadership of China deliver are actually in Mandarin. And some of them are translated, but not all of them. A lot of the documents that they issue, a lot of academics who write about—academics in China who write about foreign policy and international relations, write in Mandarin.  And so I think that an ability to be able to read in the original text is quite important. And in fact, you know, a lot of the nuances, and specifically in the Communist Party’s ideology, how it sees itself, its role in the world, a lot of that really is best captured and best understood in its original language. Some of the—you know, the ideology, the campaigns of propaganda, et cetera.  And I think the last part of your question was how early. I am not an education scholar. (Laughs.) I don’t study education or developmental psychology. But, you know, I imagine, you know, as with anything, linguistics, language, is best learned—or, most easily learned early on. But I think that does not mean that, you know, someone who’s in college or graduate school can’t begin to learn in a different language. So I’d answer your question like that.  FASKIANOS: Thank you. I’m going to take the next written question from Lucksika Udomsrisumran, a graduate student at New York University.  What is the implication of the Biden administration’s three pillars of the Indo-Pacific strategy on the Mekong and the South China Sea? Which pillars do you see these two issues in, from the Biden administration’s point of view?  LI: OK. I think, if I’m understanding the question correctly about South China Sea, you know, I think in general the South China Sea probably would most easily fall into the competition category. There are obviously not only the United States and China, but other countries in the region, including the Philippines, for example, are claimants to the South China Sea. And so I think there’s always been some disagreement and some tensions in that region.  I think that that has largely been—the U.S. response or U.S. policy in South China Sea is just essentially, from the military perspective, has been to—you know, the slogan is, or the line is, to fly, sail, operate, et cetera—I’m not quoting that correctly—(laughs)—but essentially to operate wherever international law permits. And so that means Freedom of Navigation Operations, et cetera, in the South China Sea. I think that, of course, raises objections from other governments, mainly China, in the region.   So I would say that probably belongs in the competition category. And we spoke about earlier the idea of managing some of the risk that occurs or that emerges when the PLA Navy and the United States Navy operate in close proximity in that region. So from that perspective, if you’re talking about risk reduction and crisis management, that actually could fall into collaboration or cooperation. But I think primarily it’s competition.   FASKIANOS: Thank you. I’m going to go next to Joan Kaufman. And, Joan, I know you wrote your question, but if you could ask it that would be great.  Q: Yes, will. Yes, certainly. Hi, Chris. Really great to see you here during this talk.  LI: Yeah, likewise.  Q: A proud Schwarzman Scholar.  I wanted to ask you a question about Ukraine and China’s, you know, kind of difficult position in the middle almost, you know, as sort of seemingly allied with Russia, or certainly not criticizing Russia. And then just putting forth this twelve-point peace plan last week for—and offering to broker peace negotiations and a ceasefire for Ukraine. You know, there’s no love lost in Washington for China on, you know, how it has positioned itself on this issue. And, you know, frankly, given China’s own kind of preoccupation with sovereignty over the years, how do you see the whole thing? And what comments might you make on that?  LI: Right. Well, first of all, thanks so much, Joan, for joining. And very grateful for all of—all that you’ve done for the Schwarzman Scholars Program over the past. I appreciate your time very much.  The Ukraine problem is an incredibly important one. And I think absolutely China is involved. And it’s a very complicated position that it’s trying to occupy here, with both supporting its security partner, Russia, but also not directly being involved in the conflict because of U.S. opposition and opposition from NATO. So I think it’s—obviously, China is playing a very delicate balancing role here.  I think a couple points. So the first is that I think my view is that, for the Chinese leadership, Ukraine—or, the Russian invasion of Ukraine is a deeply uncomfortable geopolitical situation, where there is essentially not a—there’s no good outcome, really, because, as you mentioned, Ukraine is a country with which China has diplomatic recognition. It recognizes it. It has an embassy there. And the Chinese foreign ministry, Chinese foreign policy, has long very much supported the concept of sovereignty, and being able to determine your own future as a country. And I think, in fact, that’s been one of the pillars and one of the objections to many American actions in the past. So on one hand, it says: We support sovereignty of every country, of which Ukraine is a country that is recognized by China.  And on the other hand, though, Russia, of course, which has had long complaints and issues with NATO expansion, is a partner of China. And so it’s obviously supporting Russia. It has alignment of interests between Russia and China in many ways, in many dimensions, including objections to, for example, U.S. presence in Europe, U.S. presence in Asia. So it’s a delicate balancing act. And I think from what we’ve seen, there hasn’t been sort of a clear one-sided answer, where you’ve seen both statements, you know, proposing peace and saying that, you know, all sides should deescalate. But on the other hand, the U.S. government, the Biden administration, is now publicly stating that they are concerned about China potentially lending support to Russia.  So, you know, in short, I think it’s very difficult to really understand what exactly is going on in the minds of the Chinese leadership. But I think that we’ll continue to see sort of this awkward back and forth and trying—this purported balancing act between both sides. But I think, you know, largely—my assessment is that it’s not going to go very clearly in one direction or the other.  I think the other comment I would make is that I think, from Beijing’s perspective, the clear analogy here is one for Taiwan. Because—and this has been something that has been discussed in the think tank community very extensively. But the expectation I think among many in Washington was that Ukraine would not be able to put up much resistance. In short, this would be a very, very easy victory for Putin. And I think that was a—you know, not a universal consensus, but many people believed that, in short, Russia with all of its military might, would have no issues subjugating Ukraine very quickly.  I think people have largely found that to be, you know, a strategic failure on Russia’s part. And so today, you know, one year after the invasion, Ukraine is still sovereign, is still standing, is still strong. And so I think—from that perspective, I think this—the war in Ukraine must give many of the leaders in China pause when it comes to thinking about a Taiwan continency, especially using force against Taiwan. Because, again, I think the degree of support, both militarily, politically, economically, for the resistance that Ukraine has shown against Russia among NATO members, among other Western countries, I think has been deeply surprising to many observers how robust that support has been. And I think that if you’re sitting in Beijing and thinking about what a potential response to a Taiwan contingency might be, that would absolutely inform your calculus.  FASKIANOS: Thank you. I’m going to go next to Lindsey McCormack, a graduate student at Baruch College.  How is the Biden administration’s compete, cooperate, limited adversarial approach playing out with climate policy? What are you seeing right now in terms of the Chinese government’s approach to energy security and climate?  LI: Yeah. It’s a great question. Thanks for the question.  You know, we mentioned earlier, you know, I think the Biden administration’s approach has been, you know, despite all of the disagreements between the United States and the Chinese government, there should be room for cooperation on climate because, as the Biden administration says, the climate is an existential risk to all of humanity. It’s an issue of shared concern. So it’s one that is not defined by any given country or constrained to one set of borders. I think it’s largely not been very successful, in short, because China has not seemed to display much interest in cooperating on climate with the United States. And, again, China has largely coupled cooperation, linked cooperation in climate—or, on climate to other issues.  And so, you know, I think it’s been reported that at several of the meetings between Secretary Blinken, National Security Adviser Jake Sullivan, and their Chinese counterparts, the Chinese officials had essentially given the American officials a list saying: Here are the twenty-something things that we object to. Why don’t you stop all of these, correct all of your mistakes—so to speak—and then we’ll talk about what we can do next. And so I think, again, that—you know, that, to me, indicates that this framework of compartmentalizing cooperation and competition has some flaws, because the idea that you can simply compartmentalize and say: We’re going to cooperate at full capacity on climate, but we’re not going to—you know, but we’ll compete on technology, it just—it actually doesn’t work in this situation.  I think the other comment I’ll make is that what the Biden administration has done is—which I think has been effective—is reframed the notion of cooperation. Where, in the past, cooperation was sort of viewed as a favor that the Chinese government did to the Americans, to the American government. That if we—if the United States, you know, offered certain inducements or there were strong elements of the relationship, then China would cooperate and that would be a favor.   And I think the Biden administration has reframed that approach, where cooperation is now presented not as a favor that any country does to another, but rather sort of is shared here. And that this is something of concern to China, to the United States, to other countries, and so all major countries need to play their part, and step up their game, to take on. I think, unfortunately, it hasn’t been extremely successful. But I think that there—I hope that there will be future progress made in this area.  FASKIANOS: Great. I’m going to go next to Jeremiah Ostriker, who has raised—a raised hand, and also written your question. But you can ask it yourself. And you have to accept the unmute prompt. Is that happening? All right. I think I might have to read it.  Q: Am I unmuted now?  FASKIANOS: Oh, you are. Fantastic.  Q: OK. First, I’ll say who I am. I am a retired professor from Princeton University and Columbia University and was an administrative provost at Princeton.  And our China policies have puzzled me. I have visited China many times. And I have wondered—I’ll quote my questions now—I have wondered why we are as negative towards China as we have been. So specifically, does the U.S. foreign policy establishment need enemies to justify its existence? Is it looking around the world for enemies? And why should we care if other countries choose to govern themselves in ways which are antithetical to the way that we choose to govern ourselves? And, finally, why not cooperate with all countries on projects of common interest, regardless of other issues?  LI: Great. Well, first of all, thank you for the question—or, three questions, which are all extremely important. I’ll do my best to answer, but these are very difficult questions, and I think they touch on a more philosophical understanding of what is American foreign policy for, what is the purpose of America’s role in the world, et cetera. But I’ll try to do my best.  I think on the first part, does the United States need enemies, is it looking to make enemies? I think if you asked any—and these are, of course, my own assessments. I think if you asked any administration official, whether in this current administration or in previous administrations—Republican or Democrat—I don’t think anyone would answer “yes.” I think the argument that has been made across administrations in a bipartisan fashion is that foreign policy is fundamentally about defending American interests and American values. In essence, being able to support the American way of life, which obviously is not necessarily one clearly defined entity. (Laughs.)  But I think, therefore, all of our policy toward China is sort of geared at maintaining, or securing, defending U.S. interests in the region. And where the argument about your question comes into play is that I think a lot of—the Biden administration, the Trump administration, the Obama administration would argue that many of the concerns that the United States has with China are not fundamentally only about internal issues, where this is a question of how they govern themselves. But they touch upon issues of shared concern. They touch upon issues that actually affect U.S. interests.   And so, for example, the South China Sea is, again—is a space that is—contains much trade. There are many different countries in the region that access the South China Sea. So it’s not necessarily just an issue—and, again, this is Secretary Blinken’s position that he made clear—it’s not just an issue specific to China. It does touch upon global trade, global economics, global rules, and global order. And I think this is the term that has been often used, sort of this liberal international rules-based order.   And while that’s sort of an amorphous concept, in essence what I think the term implies is the idea that there are certain standards and rules by which different countries operate that allow for the orderly and for the peaceful and the secure exchange of goods, of ideas, of people, of—so that each country is secure. And I think this—again, this broader concept is why I think successive U.S. administrations have focused on China policy, because I think some of, in their view, China’s behaviors impinge on U.S. interests in the region.   I think the second question is why should we care about how other countries govern themselves? I think in a way, the answer the Biden administration—this current administration has given to that question is: The U.S. government under President Biden is not trying to fundamentally change the Chinese system of governance. And I think you’ve seen Jake Sullivan and Tony Blinken say that publicly, that they are not seeking the collapse or the fundamental change in the Communist Party’s rule of China. So I think in that sense, they have made that—they have made that response. I think, again, where there are issues—there are tensions, is when actions that the Chinese government take then touch upon U.S. interests. And I think we see that in Taiwan. We see that with economics. We see that with trade, et cetera.   And then finally, why not cooperate with every country in the world? I think obviously in an ideal world, that would be the case. All countries would be able to only cooperate, and all concerns shared among different nations would be addressed. I think unfortunately one of the problems that we’re seeing now is that large major powers, like China and Russia, have very different worldviews. They see a world that is very different in its structure, and its architecture, and its organization, than the one that the U.S. sees. And I think that’s what’s led to a lot of tension.  FASKIANOS: So we have a written question from Julius Haferkorn, a student at California State University and Tübingen University, in Germany.  Ever since the escalation of the Ukraine war, there are discussions about the risk that, should Russia be successful with its invasion, China might use this as a template in regards to Taiwan. In your opinion, is this a realistic scenario?  LI: Great. Thanks for the question.  I think there are definitely analogies to be drawn between Ukraine and Taiwan, but I think there are also significant differences. The first is the relationship between Russia and Ukraine is one of two sovereign nations that the United States and international community recognizes. I think with Taiwan, what has—going back to our history question—Taiwan is a very complicated issue, even with regard to U.S. policies. The United States does not recognize Taiwan formally as an independent country. The United States actually does not take a position on the status of Taiwan. Briefly, the One China Policy, as articulated in the three communiques, the three joint communiques, essentially says that the United States government acknowledges the Chinese position that there is one China, and Taiwan is part of China, et cetera, et cetera.  And that word “acknowledge” is pretty key, because in essential its strategic ambiguity. It’s saying, we acknowledge that the PRC government says this. We don’t challenge that position. But we don’t necessarily recognize or completely accept. And, obviously, the Mandarin version of the text is slightly different. It uses a term that is closer to “recognize.” But that ambiguity, in a way, permitted normalization and led to the democratization of Taiwan, China’s economic growth and miracle, its anti-poverty campaign. So in essence, it’s worked—this model has worked for the last forty-something years.  But I think that does mean that the situation across the Taiwan Strait is very different, because here the United States does not recognize two countries on both sides of the strait. Rather, it has this ambiguity, this policy of ambiguity. And in short, the only U.S. criterion for resolution of issues across the Taiwan Strait is peace. So all of the documents that the U.S. has articulated over successive administrations essentially boil down to: As long as the resolution of issues between Taiwan and the PRC and mainland China are peaceful, then the United States is not involved. That the only thing that the United States opposes is a forceful resolution—use of military force, use of coercion. And that’s what is problematic.  I think what you’ve seen increasingly over the last few years is a sort of—it’s not a formal shift away from that policy, but definitely slowly edging away from that policy. Now, any administration official will always deny that there are any changes to our One China Policy. And I think that’s always been the refrain: Our One China Policy has not changed. But you’ve actually seen within that One China Policy framework adjustments, accommodations—or, not accommodations—but adjustments, recalibrations. And the way that the successive U.S. administrations defend that or justify it, is because it is our—it is the American One China Policy. Therefore, we can define what that One China Policy actually means.  But you have seen, in essence, greater increased relations and exchanges between officials in Taiwan, officials in the United States. I think it was publicly reported just a couple weeks ago that some of the senior national security officials in Taipei visited the United States. Secretary Pompeo at the end of his tenure as secretary of state changed some of the previous restrictions on—that were self-imposed restrictions—on interactions between the government in Taiwan and the government in the United States. So we’re seeing some changes here. And I think that has led to—or, that is one element that has led to some of the tensions across the Taiwan Strait.   Obviously, from Beijing’s perspective, it sees that as the U.S. sliding away from its commitments. Now, on the other hand, Beijing, of course, has also started to change its policy, despite claiming that its policy is exactly the same. You’ve seen greater military incursions in Taiwan’s air defense identification zone, with planes, fighter jets, that are essentially flying around the island. You’ve seen greater geoeconomic coercion targeted at Taiwan in terms of sanctions. So you’ve seen essentially changes on all sides.  And so the final point I’ll leave here—I’ll leave with you is that the refrain that the United States government articulates of opposing any unilateral changes to the status quo by either side, to me, is actually quite ambiguous. Because there’s never been a status quo that has truly existed. It’s always been a dynamic equilibrium between Taipei, Beijing, and Washington, D.C. Where Beijing is seeking to move Taiwan toward unification. Taiwan, at least under its current leadership, under Tsai Ing-wen, is obviously seeking, in a way, to move from at least—at least to move toward de facto or maintain de facto independence. Whether it’s moving toward de jure is a topic of debate. And then the United States, of course, is enhancing its relationship with Taiwan.  So there’s never been a static status quo between the three sides. It’s always been a dynamic, evolving and changing equilibrium. Which is why the concept of opposing unilateral changes to the status quo, in my view, is almost paradoxical, because there has never been a status quo in the first place.  FASKIANOS: There has been some talk that Kevin McCarthy, the speaker of the House, is planning a trip to Taiwan. Given what happened with Speaker Pelosi, is that a—what do you think of that musing, to go to Taiwan, to actually do that?  LI: Mhm, yes. I think that’s obviously been reported on. I think it’s an area of close attention from everyone watching this space. I haven’t seen any reports. All I can say is based on what I’ve seen reported in the media. And it seems like, based on—because of domestic preoccupations, that trip, whether it happens or not, is right now, at the moment, on the back burner. But I think that if he were to go, I think it would certainly precipitate a quite significant response from China. And I think whether that would be larger or smaller than what happened after Speaker Pelosi’s visit, I think is something that is uncertain now.  FASKIANOS: Thank you. We’ll go next to Autumn Hauge.  Q: Hi. I’m Autumn Hauge. I’m a student at Minnesota State University, Mankato.  So my question is, since a focus of the Biden administration’s foreign policy is the relationship between the United States and China, and another focus is to invest and grow a presence in the Indo-Pacific region, specifically looking at the relationship between the United States and the Micronesian country of the Republic of Palau, whose government has openly shared their support for Taiwan, do you think that the United States’ long history with the Republic of Palau, and their connection to their support—the Republic of Palau’s support to Taiwan, halters the ability for the U.S. to grow a positive relation with China? Thank you.  LI: Great. Thanks for the question. It’s a great question.  I am not an expert on Palau or its politics. I do know that Palau has enhanced its exchanges, it relationship with Taipei, over the last few years. I think we saw Palau’s president, I think, visit Taipei. I think the U.S. ambassador to Palau actually visited Taipei. And there have been increasing—during COVID, there was a discussion of a travel bubble between Taiwan and Palau. So there’s definitely been increasing exchange.  I think in general this has always been a key obstacle to U.S.-China relations, which is any country that still recognizes the Republic of China—that is the formal name of the government currently in Taiwan—I think presents a significant issue. Because for the PRC, recognition of the One China—what they call the One China Principle, the idea that there is one China, Taiwan is part of that China, and the legitimate government of China is the People’s Republic of China, is a precondition for any diplomatic normalization with Beijing. And so I think certainly, you know, there are a small handful of countries that still recognize the ROC, but I think that they—you know, for those countries and their relationships with the PRC, of course, that’s a significant hindrance.  In what you’ve seen in the U.S. government in the past few years is that for countries that derecognize Taipei and sort of switch recognition to Beijing, the PRC, there’s been discussion—I think, there have been several bills introduced, in essence, to punish those countries. I don’t necessarily think that those bills have ended up becoming law, but I think there is, given the current political dynamics, the sort of views on China in Washington, D.C., there is this sense that the U.S. needs to support countries that still recognize Taiwan, the ROC, and be able to provide support so that they don’t feel pressured to switch their recognition.  My personal view is that I think that that is, on the whole, relatively insignificant. I won’t say that it’s completely not significant, but I think that in general issues around the Taiwan Strait, cross-strait relations, I think military issues, I think political issues related to exchanges between Taiwan and Beijing, I think those issues are much more important and much more critical to driving changes in the relationship across the Taiwan Strait.  FASKIANOS: Thank you. I’m going to try and sneak in one last question from Wim Wiewel, who’s a student at Portland State University.   Given your pessimism about cooperation combined with competition, what do you think is the long-term future for U.S.-China relations?  LI: OK. Well, thanks for the question. I’m not sure that I can provide a satisfying answer. And, in fact, I don’t have the answer. You know, I think if anyone had the answer, then they should immediately tell the Biden administration that they’ve solved the problem.  Even though I am pessimistic about this current framework, just because of its demonstrated effects, I still think that in general the likelihood of a real war, which I think people have floated now—you know, Professor Graham Allison, who I used to work for, wrote a book called Destined for War? I still believe that the probability of all-out great-power conflict in a kinetic way, a military way, is still relatively low. I think that there are significant differences today compared to the era during World War I and World War II era.   I think that the degree of economic interdependence between China and not only the United States but the rest of the world, I think is a significant gamechanger in how countries position themselves vis-à-vis China. I think Europe is the great example here of how there are many countries that invest, have business relationships, have trade with China. And so therefore, their policy on China has been a little bit more calibrated than what the United States has been doing.   And so on the whole, I think most people still recognize that any great-power war between the United States and China would be utterly catastrophic. And I think that despite all the tensions that exist today, I think that that recognition, that consensus is pretty universally held, that a great-power war between the U.S. and China would be extremely bad. I think that is—that is probably something that is understood by Republican administrations, Democratic administrations, folks in Beijing, folks around the world, in the region. And so I think that, hopefully, that idea, that despite disagreements, despite political tensions, the need to prevent all-out global conflict is quite important, is a vital interest, I think, hopefully, to me, provides some optimism. And hopefully we’ll be able to continue to carry our relationship with China through.  And I’m hopeful especially that all of you students, researchers, who hope to study, and write about, and even perhaps participate in American foreign policy, will continue to think. Because so much of the future of the U.S.-China relationship and U.S. foreign policy is going to be determined by your generation. So with that, I guess this would be a perfect place to stop. And I thank you for the question.   FASKIANOS: Absolutely. Well, Chris, this has been fantastic. I apologize to all of you. We had many more—many questions in the written part and raised hands. And I’m sorry that we could not get to all of them. We’ll just have to have you back and continue to cover this issue. So we really appreciate your insights, Chris Li. So thank you again.  The next Academic Webinar will be on Wednesday, March 22, at 1:00 p.m. (EDT). Brian Winter, editor-in-chief of Americas Quarterly will lead a conversation on U.S. relations with South America. And in the meantime, please do learn more about CFR paid internships for students and fellowships for professors at CFR.org/careers. You can follow us at @CFR_academic, and visit CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for research and analysis on global issues. And I’m sure you can also go to the Belfer Center for additional analysis by Chris Li. So I encourage you to go there as well.  Thank you all, again, for being with us, and we look forward to continuing the conversation on March 22. So thank you, all. Thanks, Chris.  LI: Thank you.  (END) 
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He has received several accolades for his research in teaching, including the Pro Bene Meritis Award for Contributions to the Liberal Arts and the President’s Associates Teaching Excellence Award from the University of Texas at Austin. He writes for major publications and is the author and editor of eleven books on contemporary politics and foreign policy. And his latest book is entitled Civil War by Other Means: America’s Long and Unfinished Fight for Democracy, which was published by PublicAffairs. So, Jeremi, thanks very much for being with us. I thought we could begin by just diving right in, for you to tell us about what you think about when you’re teaching the history of American democracy, and what it means to you. SURI: Thank you so much, Irina. It’s really a pleasure to be here with so many fellow educators, CFR members, and various others—even some former students of mine, I think. And this is a great time to be teaching American democracy. It’s not necessarily a great time for democracy, but it’s a great time to be teaching American democracy because I think one of the things we do well as scholars is to help people understand and make sense of the confusion in their world. We don’t offer solutions. That’s really the world for policymakers to try to come up with solutions. It’s our job to help people understand the complexity and confusion in their world, to provide narratives. And, what we as historians do most of all, to provide people with an origin, a deeper understanding for what they confront today, which helps people to think about then alternatives for moving forward. We study the past, not because the past repeats itself—it doesn’t—but because the past opens up other opportunities for thinking about the present. If you don’t understand the past of our democracy, you think we’re stuck with all the problems we have today because they seem unavoidable. But if you go to the past, you can study the choices that our society has made at different moments and how those choices—which might have made sense in their own time—can be rethought today. So you’re not playing Monday morning quarterback, but you’re rerunning what Stephen Jay Gould calls the tape of evolution. And you’re rerunning that tape to see how there are alternatives in the past that can be alternatives for our present as well. So you study the past to look forward. And this is a great moment to teach the history of American democracy, because our students—and I mean students broadly defined, not just our eighteen to twenty-one year old students, our graduate students, our public students, various others—they see democracy as a topic that needs analysis as they might not have thought before. It’s not a topic now that’s prima facie fixed. It’s not a topic that’s prima facie set for us in the world. And what I try to do is begin by making the point to any group I’m talking to, like this group, that democracy in the United States has always been a work in progress. There was no founding definition of democracy. Different founders thought about it differently. And, yes, they thought we were a democracy. Let me make that absolutely clear. They thought we were a democracy that was also a republic. But they believed that we were a democracy. But they differed on what that meant. There’s no one single totemic document. The Constitution itself is not a totemic document on this. Our democracy’s always been a work in progress. And it has had peaks and valleys in the nature of its development. We’re in one of those valleys now. I think three questions that I always like to teach and pose that I think are at the core of the historical evolution of our democracy. First, what kind of democracy are we going to be? Back to Jefferson and Adams, of course, there was a debate right there as to whether this would be a democracy that would be built upon the yeomen farmers that Jefferson revered—even though he really wasn’t one himself—or a more deferential democracy as Adams thought about it, with a more Brahmitic—Boston Brahmitic elite that was able to set the standards. That debate, of course, goes on through Jacksonian America. And, from my recent book, the Civil War is the second American Revolution. I take that term from James McPherson, the great Civil War historian. It’s the second American Revolution, because it’s the moment when initial compromises on what our democracy should be are fundamentally rethought. And the question coming out of the Civil War, that remains unresolved today, is the question of what role should the federal government have versus state governments. Everyone on this call I think knows that coming out of the Civil War the apparent losers, the former Confederates, make a very strong argument for states’ rights. They even try to remake the war into a war over states’ rights. Which it wasn’t. It was a war over slavery, obviously. But the argument against federal power, in fact, grows in some ways. But the reality of federal power grows as the argument against federal power grows. Welcome to our world today. And one of the things I like to point out to students of all kinds is that this is an ongoing debate that has meant different things in different times. And we can understand both positions today, even if the actors themselves don’t as legacies, as extensions of that debate. And people play into it. The rhetoric that gets used—often horrible rhetoric—seems legitimate because it has been there for a long time. I’ll give you one example. Claims of fraud in elections, especially when the federal government steps in to different states that are not running fair elections, that is an old trope that has been used repeatedly. Used by Democrats, as I show in my book, in the 1870s and 1880s, used, of course, by some Republicans today. Second question: Democracy for whom? Democracy for whom? And this is a central element of my book, something I became deeply interested in, watching the difficulties of the last five to seven years and our society today. Democracy is, in a sense, the standard discourse of American society, but for whom has not been resolved. And the Civil War leaves that deeply unresolved. As I show in the book, very vividly I think, many figures who were former Confederates come out of the Civil War still believing that democracy is only for certain white men, or other groups. But fundamentally, that certain groups should be excluded. Ben Tillman is one of many examples. President Andrew Johnson is another example. Many, many figures. I show in the book that there are a lot of figures who never even accept that they lost the war. It’s not even a lost cause. It’s a continued cause. And their argument is a very simple one. That if I’m in a community that has ten white slave owners, or former slave owners, and there are a hundred slaves, and we go to a system of actually single person franchise across races, I, the ten white people, are losing our democracy. We’re losing our say in our community. Or that’s how it’s perceived. That, ladies and gentlemen, of course, is the same argument that’s going on about replacement theory, immigration today. It’s an argument, of course, that continues in the late nineteenth century. The multiracial argument also grows in strength, of course, after the Civil War. It’s the argument of the then-Republican Party. It’s the argument of Ulysses Grant. And it’s the argument of many communities that come into the United States. But I think it’s important for us to see today that our debate is drawn on exactly those lines, and to see how the exclusionary, non-multiracial democratic argument—although many of us might have thought that was a creature of the past—has resilient power. And you see that in its history across time. We shouldn’t undercount that. Most of us on this call probably lean towards the multiracial democracy argument, but it’s not only crazies who see the exclusionary, non-multiracial argument. And we have to be conscious of that and think about how, from history, we can learn to be better and more persuasive about that. And then the third point, the one that I really want to underline and that my book tries to underline, is how we’ve never really resolved how change should occur, when we want to change our democracy. The amendment procedure is very difficult. Hardly ever works. Impeachment never works. I talk about this in the book, and we’ve learned that more recently. Elections don’t resolve our differences. I point out in the book that from 1870 to 1900, all of our elections are closer than the last two presidential elections—closer, and unresolved. And that’s one of the reasons we don’t even remember who the presidents were between Grant and William McKinley. And so these things that we think that we’re taught in civics class that resolve our differences, don’t. Two things resolve differences in our history. One is the force of legislative supermajorities. And I want to remind everyone, and I want to remind all of my students always, that the Thirteenth, Fourteenth, and Fifteen Amendments, three of the most important amendments in our history, right, ending slavery, equal protection under the law, and all that follows from that in the Fourteenth Amendment, at least in theory, and, of course, voting rights—or, prohibition of stopping some voting based on race. Those three amendments passed with zero Democratic votes. It takes a Republican supermajority to push those through, similar to FDR’s supermajorities during a New Deal, and similar to Lyndon Johnson’s supermajority in 1964 and 1965 to get us the Civil Rights Act and the Voting Rights Act. We have this vision that there was this bipartisan moment when people came together. This is the Cold War narrative, the Cold War myth that many of us, as Cold War historians, bought into for a long time. Change doesn’t happen that way in our system. Change happens with supermajorities or change happens through violence. And we are a very, very violent democracy. Gun ownership is only one version of that. Recently when—I forget the name of the gentleman who broke into Nancy Pelosi’s house and attacked Paul Pelosi—when he was—when he was discussing why he did what he did with the FBI, the affidavit’s available online, he said—he used words that were exactly the same, exactly the same, as the words I quoted, before he did this, by Ben Tillman in my book. Ben Tillman was a South Carolina white supremacist. And what the man who broke into Nancy Pelosi’s house said was: I wanted to break her knees and wheel her into Congress so that the Democrats would see the results of their action, and act differently. Ben Tillman said in 1870 in South Carolina that he wanted to cut off the arms of all the Republicans and Black men who voted so that they would show other Black men and Republicans what happens if they try to vote. Bullying, and of course lynching, is the semi-institutionalized way this goes on until the 1960s in our country, and one could argue might still go on within some elements of criminal justice today. Bullying and violence is, unfortunately, another way that change happens in our society. Sometimes, as in the Civil War and the Union Army, violence is somewhat necessary. But the nonstate violence, the non-Weberian violence in our society. So supermajorities and violence are two parts of our history. We should today, as we’re looking at our democracy, not be surprised that we see problems with both, and that both are elements of what’s happening. I think many of us believe that we need supermajorities to get things changed in many parts of our society. Certainly, if we want to have voting rights we’re going to deal with the gerrymandering. And we also have seen an uptick in violence. And we shouldn’t be surprised by that. We need to be ready. I would say I think our democracy will survive, but we’re going to see more violence, I think. The historical record would lead us to think, not less. The last point I want to close on, because I know people have so many more smart things to say and ask about, but the last thing I want to close on, it’s a statement I make in the book toward the end. And I really believe this, and it’s strange for me to quote myself but I want to make sure I get the words right. (Laughs.) I think the historical record shows that democracies do not come together when they glorify their past. That’s an easy way to become a cheerleader, but they don’t come together that way. They come together when they strive to repair their past. I’m an American patriot. I’m the child of immigrants. I couldn’t do what I do if the United States had not taken in my immigrant parents and grandparents from Russia and from India. So I love this country, but I kind of approach it, and I think historians should help us to approach it, as good parents approach parenting. Which is you love your country and your kids, you support them, but you hold them accountable. And you say, because I love you, I want you to reach the values we believe in. I love my country. It’s the role of historians to point out the good things we’ve done—reconstruction of Germany and Japan that I’ve written about myself after World War II—but also the things, the places where we’ve not done well, and how we can do better. Not because we want to trash our country, but because want us to live up to our values. I think that’s crucial for our foreign policy. And I’ll close it on this point. In my study and my writing on the Cold War, and I’ve written a lot on U.S. foreign policy for prior books and articles, it seems to me we’ve been at our best, just as George Kennan predicted, when we’re setting an example for the world rather than running the world. And if we want to have the influence and want to return to a democracy agenda internationally, which I hope we return to at some point, we got to get our own democracy doing better. Our work in progress has to improve, learning from this history, if we want to have that influence in Ukraine, and elsewhere, going forward. So thank you for listening to my opening. That’s all I have to say for now. (Laughs.) FASKIANOS: Jeremi, that was fantastic. Now let’s go to all of you for your questions, comments. (Gives queuing instructions.) Which we have our first question from Todd Barry, who’s an adjunct professor at Hudson County Community College. In light of the fact that many of America’s founding fathers were slaveowners, how can we encourage our students to still feel patriotic? SURI: Great question, Todd. And I get that question a lot, especially as, I’m sure many of you do, when Thomas Jefferson comes up. And it’s not just that they’re slaveholders. They’re hypocrites, right? And we can find for any figure—(laughs)—certainly ourselves—but certainly any figure who deserves more reverence than us, we can certainly find evidence of a gap, a big gap, between ideals and behavior in our history. And so I don’t think we should apologize for the slavery of Thomas Jefferson and others, but I think what we should do is, first of all, we should show how many Americans struggled with this, as probably some of us struggle with environmental issues today. My kids think I don’t do enough to deal with climate change. They’re probably right. They don’t like the fact that I fly on planes too often to go and give talks places because it’s bad for the environment, right? They want me to do more through Zoom. I don’t think they want me more at home, they just want me to not fly. (Laughs.) Not fly as much, because it’s bad for the environment. And I think we struggle with that. I feel guilty sometimes, right, about some of our wasteful habits. That doesn’t mean I don’t care about the environment. It doesn’t mean that Thomas Jefferson didn’t care about human rights and civil rights. But it means he himself was dependent upon the slaves on his farm. He was trying to work his way through that. That does not apologize for his behavior, but I think it shows the humanity of the individual. And I think we have to avoid trying to create men of marble, but we also have to avoid trashing men of marble also. We have to treat them as human beings. And so I try to avoid getting people to say he’s a slaveholder and horrible or we should excuse his slaveholding because of the times he’s in, and more to understand the struggles of the individual. And then for us to think about, and as a scholar of leadership what all leaders struggle with, which is your ideals and your reality. I don’t think we should hold people in condemnation because they live short of their ideals. We should judge them on how well they try to reconcile their ideals with the world they’re in. And here, then I would stand with Annette Gordon-Reed, and Peter Onuf, and others. I think figures like Jefferson deserve our reverence for the thoughtfulness with which they approached these problems. But they also deserve our criticism for the moments where they fall into exploitive behavior that they don’t need. That’s the whole Sally Hemings story, right? That was not economically necessary for Jefferson. So I want people to be patriotic by seeing good people struggling even when they do bad things, believing in our ideals, and giving us models how we can struggle today. FASKIANOS: Thank you. I’m going to go next to Jennifer McCoy, who has raised her hand. Jennifer, if you can give your affiliation that would be great. Q: Hi. I’m a political science professor at Georgia State University in Atlanta. Thanks, Jeremi, for that great overview. When I talk to groups or to students about, you know, how we can get out of this current situation that we’re in, you know, we face the chicken and egg thing. How can we make the changes when the institutions are so rigid and our polarization is so rigid. So I wanted to ask your two solutions of violence and supermajorities, to get supermajorities, again, would require a realignment, it seems. But it seems there may be a third one. I wanted to ask you about this as well. What about bottom-up pressure? Although, I believe most of our problems are elite-driven, I’m thinking back to the Progressive Era, when bottom-up organization could be effective. So I wondered how you view that and how you kind of teach that. What I’m trying to do is give people hope that they can do something, empower them basically. (Laughs.) SURI: I have hope. And I’m a hopeful person. And I think—I often tell people, I’m hopeful most of all because I think the last few years have unmasked deep problems that many of us didn’t pay—myself, I didn’t pay enough attention to. Even as someone who’s paid to do it, even as a historian, I didn’t pay as much attention to these—to some of these issues. So I think that’s the gift of the last few years. I think—let me just go through your points here, which were so well-said, Jennifer. Our institutions are rigid. They’re designed, in a sense, to be rigid and hard to change. And then people double down in power that’s organized around that. But they are changeable, still. And that’s the thing about democracy, unlike an authoritarian or autocratic system. They are changeable. And, first of all, I think we have to be deft at finding the ways where we can make changes. And often that occurs, and maybe this connects to your bottom-up point, by starting local, starting within cities, and states, and places like that. And that is the progressive tradition, right, to use the city and the state as the laboratory. Now, that’s not going to work in the state of Texas, where I am. But it does work, to some extent, in the city of Austin. And it can work in other communities. So I often tell young people to really double down on learning about these issues at the local level, because you can start to make change there that can have a huge effect upon people. And that is one of the strengths of our system, of a federalist system. And it’s also a strength of learning the details, learning procedure, learning political science, learning actually how institutions operate, taking that seriously. It’s not good enough to just be right. You’ve got to figure out how to work through the institutions, what Rudi Dutschke called two generations ago, right, the long march through the institutions. I think when I talk about violence, there I’m obviously not advocating violence. I’m not even advocating peaceful revolution. What I am advocating, though, is the use of state power and, when necessary, with controlled violence in the Weberian sense, to control those who break the law, and to recognize how violence is being used by those who want to prevent change and want to harm our institutions, and to use law enforcement, true law and order, in that way. One of the best things I think we’ve done since January 6 is actually prosecute those who broke the law on January 6 as part of an insurrection. And we need to do more of that. And let me state very clearly, I think the historical record shows that if we want law-abiding behavior, we have to hold everyone accountable. And so if the evidence rises higher, as it might, we need to hold other individuals accountable. And those who have information must be required to share their information with regard to criminal behavior. So I’m getting a little—I don’t want to get lost in this. But I do want to say, the former Vice President Mike Pence will be in Austin on Friday. And if I have a chance, when I’m at an event with him, I intend to ask him this. Why will he not testify as a patriot about what happened? I’m sure I know the answer, but I think we need to press people to be part of the law enforcement process, because that’s how you deal with violence. And that is the legitimate use of the force of the state to protect our institutions and to protect against the bullying. I am for bottom-up change. I wrote a book about this years ago, actually, on the 1960s. I revere a lot of the bottom-up work that was done by civil rights activists in the U.S., activists in Germany, and France, and elsewhere, activists in the Czech Republic, or it was Czechoslovakia, that led to such important change. So I revere that. But I think that has to work by also getting into the institutions. And that’s what I mean by supermajorities. By getting into the institutions, by getting elected to office, by taking ownership of our institutions. What worries me, even though I’m optimistic, is when I hear young people say: Well, we’re disillusioned. You can’t do this through our institutions. No, I think we have to work through the institutions. We have to be supportive of that in one way or another. And I actually don’t think we’re that far from supermajorities on certain issues. Certainly where we stand as a citizenry, right? On many issues, there’s 75 percent agreement in our country, for example, that if a woman is raped that she should have the choice over whether to give birth or not. Seventy-five percent think that eighteen year olds shouldn’t be able to buy AR-15s, right? There are places where we have a supermajority of opinion. We have to force that in, and—this is the last point I’ll make, Jennifer—I think a lot of that comes through generational change. A lot of that comes through generational change. And that’s where our students have to be the next set of bottom-up leaders who get in and make a difference. FASKIANOS: Thank you. We’ll take the next question from Muhammad Kabir, who is a faculty member at Queens College. What do you think of the idea that political parties are gatekeepers in American democracy? SURI: Great question, Muhammad. Of course, they are. It’s a very learned and accurate question. They have always been gatekeepers. They still are gatekeepers. But they gatekeep in different kinds of ways. Right now, I think they’re gatekeeping more for those who can raise the most money. There was a time they were gatekeeping for certain ideological positions or certain various other interests, often related to money. It’s not unique to this—to this moment. But there’s no doubt that parties play a gatekeeping role. And some gatekeeping is good. Some gatekeeping is good, I think. We have to have a debate over what that gatekeeping should look like. I think the problem now, I’m going to say the obvious, is that for both parties, but particularly for the Republican Party, a very, very small group of people do the gatekeeping deciding in primaries. The primary system, as everyone knows, was created to open up parties, to get rid of the smoke-filled room. And I, as a historian, am not nostalgic for the smoke-filled room. If we went back to the smoke-filled room, we’d have an even less representative group of people. So I don’t want to go back to the smoke-filled room in choosing candidates for parties. But the primary system has turned out to actually be a pathological way to prevent representative figures from becoming party nominees. Let me just give you the numbers on Texas, which are extraordinary, right? So, in Texas, there are about thirty million citizens. About one million people—one million, probably a little less, decide who the nominee—the Republican nominee—for governor is. So one million people chose Greg Abbott in a state of thirty million people. That’s a real problem. That’s a real, real problem. That’s not democracy. Again, the smoke-filled room’s not better, because that’s going to be five hundred people choosing someone. (Laughs.) We need to have a system that’s more inclusive. And the parties need to be gatekeeping in a way that’s more representative—not purely majoritarian—but representative of our society. So what would I do? I would change the way our primaries work. I would open it up in ways that make it much easier for people to participate in the choosing of who leads the parties. I would require that the person running in the primary get enough votes that they’re actually representative of something like a large proportion of those in the state. And we could go on and on. We could take the gatekeeping process and make the gatekeeping process more inclusive, to still be gatekeeping. We’ve all learned to do this, right? We all are on search committees. And it used to be a search committee was run by three men who looked the same, and they chose someone who went to the same graduate school who they knew. Now we have procedures to make sure—it's not perfect—to make sure we have representative search committees. They’re still gatekeeping. But they’re doing a job that’s designed to be more representative. And we need to have that conversation about our primaries. This is an ongoing debate, back to the history, that’s been going on in our history for a long time. FASKIANOS: OK. Going next to Jin In, who has a raised hand. Q: Thanks, Jeremi. My name is Jin. I’m the assistance vice president for diversity and inclusion at Boston University. And I say that actually diversity and inclusion is the twenty-first century repackaged version of e pluribus unum. And that’s—and so as far as democracy is concerned, this isn’t just about political party. How do you address this to a whole group of diverse group where they don’t feel that they’re part of democracy? SURI: Great question, Jin. And thank you for all the work you’re doing. And I get that question from lots of students, actually, and lots of activists. It’s obviously probably the most important question. So I’m glad you put it so succinctly and so eloquently for us. Diverse—we have to begin by recognizing diversity’s hard. Diversity’s very hard, because of what Richard Hofstadter wrote about seventy years ago, one of the truly great historians of the twentieth century. That people, no matter who they are, don’t like to give up status and power, right? And the challenge with diversity is that those—there are those who have power, and there are those who are coming into our society and have gained and merit access for all kinds of reasons. And those with power don’t want to share power. Many call this—and you know this literature better than I do, I’m sure—the hording of privilege, right? And I’ll tell you, I feel this personally. I mean, as much as I pontificate about this, you know, my wife and I intentionally lived in a part of Austin where our kids would be able to go to good schools. And our daughter’s in college, our son just got admitted to college. And, you know, we’ve done all the things to get them access to go to privileged institutions, right? So we can pontificate about this all we want. We have to take a deep, hard look at ourselves. And so I think that to get people involved in this issue, to get them to see there’s a chance is, first, for them to recognize that this is a long-term struggle. That we’ve been in this struggle for a long, long time. And that should not make us despondent. It should make us to see that our time horizon has to be a broad one. Doesn’t excuse problems today, but we have to see ourselves as part of a long time horizon. And then, second, we have to be smart about finding the things we can do, the institutional levers we can push and pull that can have a disproportionately positive effect opening up access to people. That things that will help—and I’ll give you a few examples of things I think a lot from my historical work. It’s a central part of this—of my new book is voting. There are a lot of things we do that make it hard for people of color to vote. I’m Asian American myself. My father’s an immigrant from India. And I see Asian communities in Texas that have actually lower voter turnout not only than white communities, but than Black communities. And in Texas, Asian Americans are one of the fastest-growing populations, but their turnout percentage is actually lower than African Americans, which is, of course, lower than white Americans. And I think this is true in many parts of the United States. And I think there are things that the state of Texas does, if you look closely, that actually make it harder for Asian immigrants, particularly immigrants from Southeast Asia and elsewhere—to feel comfortable registering to vote, to feel comfortable going to vote. And Filipino nurses, for example, in Houston, there’s been a lot written about this, they tend to work shifts that make it hard for them on one day to go vote. And the state makes it harder for them not to vote if they don’t vote on the Tuesday in Houston, right, during the day. They had twenty-four voting two years ago. The state is now not allowing twenty-four-hour voting in Houston. Who doesn’t get to vote? So we have to be conscious of those things that sometimes don’t look like barriers, in addition to the obvious barriers, and push to change those. Make the case to change those. And work piece by piece. And how I try to get my students and others to be optimistic and engaged is to show them places where we have made progress and where we can continue to make progress in that way. States that have eliminated onerous registration requirements. States that have—and places that have made it easier to vote. It was a victory for us at the University of Texas in the midterm election. We added voting booths, and we intentionally put them in the parts of campus where we had more minority students. We didn’t put them in the places where the faculty were. We put them where our students were, and things of that sort. So we can do those things. We can start at home. And we can start to build upon that. But we should be realistic. We’re not going to fix this in one year, or two years, or five years. Q: Well, thank you. I’ll just say hook ’em, ’Horns. SURI: (Laughs.) Thank you. FASKIANOS: All right. So I’m going next to a written question. Trelaine Jackson, who’s the disability services coordinator for Fort Valley State University. What are your thoughts on the ongoing debate about critical race theory (CRT)? SURI: Thank you for asking that question, Trelaine. I hope I’m pronouncing your name correctly. I get this question a lot. I do a lot of work with teachers through the Gilder Lehrman Institute. I’m sure many of you work with Glider Lehrman, and through various humanities councils, including the one in Texas. This comes up all the time. And I give that background because I think on an average year, through workshops and things of that sort, I probably work with about five thousand different teachers. And I am yet to find one who teaches or knows what critical race theory is. History teachers are not teaching critical race theory. This is—this is a total made-up issue. It’s a total—it’s like fraud in elections, right? (Laughs.) It’s a total made-up issue, right? History teachers—I can’t comment on law professors. It might be different, right? But, again, law professors are not teaching undergraduates or high school students, right? (Laughs.) Among history teachers at the high school and college level, I don’t know anyone who’s teaching critical race theory. And I really don’t know anyone who could identify and tell you what it is. This is a made-up boogeyman. You know, once there were reds under the bed and communists everywhere. Now there seem to be critical race theory proponents everywhere. What most teachers are trying to do, even at the collegiate level, is get students to sit on their butts, turn off their phones, and listen, and read. (Laughs.) That’s what they’re trying to do. And they’re not indoctrinating. They’re not indoctrinating. Of course, everyone has biases. I have biases. Everyone has biases. But that’s actually not what’s driving any of the issues that people care about, really. All it is is a boogeyman to scare people one way or another. If you want more points of view to be taught, here is what I think should be done. If you want more points of view, create more opportunities for students to hear other points of view, but don’t try to cut off the legitimate teaching. And don’t disrespect teachers, who are every day doing their best. What teachers need—and this is why I work through Gilder Lehrman and Humanities Texas, they need exposure outside the classroom to material they don’t have time to learn because they don’t have the privilege I have of being a tenured professor who gets paid to sit and read and do research. They’re so busy. They have a harder job than me. Teachers, especially in the high school, or at a college where they have a four-four load, have so much more work to do than I do. They are in the classroom all day. They’re dealing with all kinds of student problems that I don’t see at a research one institution. What I try to do is to offer them workshops where they actually get paid to show up, and they can hear from me and other scholars about new research that then can then bring into the classroom. If you care about getting a more set—a diverse set of viewpoints offered, invest in that. Invest in the teachers. Educate the teachers. Do not attack the teachers. Do not make things up. And I’ll say what I’m sure Trelaine and others know really well, which is that the challenge we face—in part because of the CRT attacks—is lots of teachers are leaving the profession. And that’s a real problem. That’s a real problem. We need more talented teachers, not fewer. And we don’t need to attack them. So the CRT stuff, it’s a boogeyman. FASKIANOS: Thank you. I’m going to go next to Karl Inderfurth of St. Johns—actually, I don’t know—he’s with—let me get this. OK, he’s at George Washington University. St. John’s College is known for its great books curriculum. What would be your short great books list for teaching American democracy? He is just finishing up Carl Sandburg’s six-volume biography of Lincoln, and just finished a chapter entitled “America -Whither.” Still asking that question today. (Laughs.) SURI: Great question, Karl. And I am a believer in great books. I think our great books can be old and new. If we weren’t talking just in an American context, right, there’s no reason we can’t go Plato to Toni Morrison, right? We can have great books, they don’t all just have to be from people of another age. So I’ll give you my four that I think are essential. And this is in addition to reading the Constitution and reading—(laughs)—the Declaration of Independence. The first is also a primary document, The Federalist Papers. I think everyone should read The Federalist Papers and grapple. They are great for discussions because there’s so much meat in them, and they don’t agree all the time, even internally. Even the ones Hamilton wrote himself, or Madison wrote himself. So The Federalist Papers. Then I really like the classic book by Edmund Morgan, American Freedom, American Slavery. And that book makes the point, focusing on Virginia—written, I think, in the 1960s or 1970s—focusing on Virginia. Makes the point that American—the definition of freedom in the United States was connected to slavery. That Virginians thought they were free because they held slaves. And these are not contradictions. And that’s so important in thinking about how we think about race going forward. Alexis de Tocqueville’s Democracy in America, which captures so many concepts. It’s empirical in the time, but also captures concepts about social capital, associationalism that are so important to us going forward. And then I would—I’m going to actually give you five. I already had three, I have two more I want to—(laughs)—two more I want to mention here. I think it’s absolutely crucial that students get a sense of what happened in the Civil War and the Civil War’s legacies. I wrote a book on this, but I think the best book for anyone to read is James McPherson’s Battle Cry Freedom, which captures the politics of the war, the nature of the war, and the legacy of the war, as such. And then I really love the classic book that was written years ago by William Leuchtenburg on Franklin Roosevelt and the New Deal, which just gives you a basic—I think it’s from the 1950s—it was a classic book that gives you a basic overview of what the New Deal was about. There’s a more recent version, not quite as detailed, by Eric Rauchway, I think called What the New Deal Did [sic: Why the New Deal Matters], something along those lines. David Kennedy’s also written a book, Freedom from Fear. But one of those New Deal books I think is really, really important. And, you know, I gave you five, I’m now thinking of another eight I want I want to say, but we’ll stop there for now. (Laughs.) FASKIANOS: That’s great. All right. There’s a raised hand. Stan Gacek. Q: Yes, thank you, Professor Suri. Absolutely an enlightening discussion. I am the senior advisor for global strategies of a—we argue that we are the largest union of workers in the private sector, United Food and Commercial Workers International Union. My question is the following, Professor Suri. From a historian’s point of view, you have mentioned, quite insightfully, you know, what the role of supermajorities, and how supermajorities have been necessary in order to get things changed. But how would you, from a historian’s point of view, how do you assess now what are really anti-majoritarian institutions in our constitutional system, most notably the Electoral College? And from a historian’s point of view, why is it that we, as the American people, have not been able to change this system over time? SURI: Great question, Stan. And I struggle with this myself. So the Electoral College is a—is a really interesting phenomenon. First of all, almost no one understands it. I always ask my students, who have taken AP history before they come into my class, where the Electoral College meets. They think there’s, like, some college of cardinals somewhere that—I mean, people don’t understand how this thing works. People don’t understand who electors are. Most of us don’t really understand it. And it’s never been popular. It wasn’t even popular among the founding fathers. I wrote about this in an earlier book, and many of you know this, the Electoral College was a last-minute compromise. They couldn’t figure out how to elect a president. The founders believed that Virginia would always put up someone, Massachusetts would always put up someone, New York would—and how would they—how would they come to an agreement? And so they created this jerry-rigged system that they never thought would last. They actually expected that most elections would work the way the 1824 election worked, where things went to Congress. They actually thought that you were going to have multiple candidates, no one would have a majority, and Congress would have to decide. Which has only happened a few times in our history. Most famously, again, 1824, 1800 to some extent too, though that’s a more complicated example. So this is something that shouldn’t exist. The problem is, we can’t agree on what to replace it with. So this is a classic case of suboptimality, where we’re stuck with something because we can’t agree on what to do in place of it. That is something I tell another generation they’ve got to work on that. Every student I met thinks it’s silly we have an Electoral College. It’s time that we actually put work into something that would replace it, and building support for that. Now, that’s a long-term issue. That’s not going to happen overnight. But there are anti-majoritarian elements that have been misused recently that we can use history to help us un-misuse. (Laughs.) And one of them is the filibuster. And I’m sure you know this, Stan. The filibuster exists because Aaron Burr changes the rules of the Senate. But for the most part, the filibuster is rarely used and, when used, the barrier to use it is pretty high. Until the late twentieth century. It is consistently used on race issues, which is interesting. It’s consistently used to protect slavery and then to go against civil rights. But the barrier to use it is high. And it is rarely invoked. We have gone to a system in the last thirty years where on every issue if you don’t have sixty votes you can’t go forward. And so that means in the Senate that basically forty-one senators can stop anything from happening. And you can actually have forty-one Senators who represent less than 40 percent of the population. So thirty-some-odd percent of the population is holding things hostage, such as voting rights. I am a firm believer, as a historian, that the filibuster should not work that way. No one intended it to work that way. It is not good for our democracy. And that can be changed tomorrow. It can be changed in 2025 if one party has enough people who just change the rules. All you need is fifty-one, or fifty-plus-one, with the vice president’s vote. And I’m a believer that that should be changed. It’s already been changed for Supreme Court nominations, right? You got rid of the filibuster for Supreme Court nominations. Let’s just get rid of it for everything. Let’s go to reality and say if you have fifty-one votes you have a majority, and forty-one people don’t get to stop us. FASKIANOS: Thank you. I’m going to go next to Patrick Duddy at Duke University. The immense flow of undocumented migrants over our southern border and recently over our northern border have alarmed many and aggravated certain nativist elements in African—I’m sorry—American society. The numbers are startling. More undocumented migrants have crossed our border in the last year than there are citizens in a dozen U.S. states. But we are a nation shaped by immigration. How do you approach the history of immigration in the U.S. in view of the current political discourse on the subject? SURI: Great question, Patrick. And also thank you for being fact-based, because a lot of people talk about this without being fact-based. And I think you clearly know the details, probably know them better than I do. Look, the first thing a historian would say is that immigration has always been a problematic issue in our country. We are a nation of immigrants. I proudly stand by that, as a child of immigrants myself. But we’ve always been a country that has had strong nativist impulses, as you point out, and done a lot to restrict immigration. The most infamous example being the 1924 Immigration Act, that actually, between 1924 and 1965, created a quota system that made it very difficult for people like my father to come into the country. My father came into the country from India in 1965, after Lyndon Johnson passed the reform act of 1965 that actually allowed Indians, South Asians, to come into the U.S. in any significant number for the first time. And it changed everything, right? Silicon Valley, Austin, look at the South Asian communities. So this is a long-term problem. It’s not new to today. But what I will say is what has been not necessarily new but been striking about the last thirty years is our inability to pass any legislation. So the challenge that we have, particularly on the southern border, is we don’t have effective legislation to deal with exactly what you pointed to, which is the processing of people who want to come and deciding who gets to come in and who doesn’t. As much as I, in theory, would like an open border, we can’t have one, for what you implied. But we have to let people in. We need them economically. The Austin miracle—Austin’s the fastest-growing city in the U.S., right—is because of immigrants. There was a shortage of computer programmers every day in Austin, Texas, and we’re hiring educated people from India and Mexico. There’s a brain drain from those countries to Austin. We need immigrants, as our country does. You know, our demographics also. We don’t have the replacement rate population. And if you want to look at the country that doesn’t bring in immigration, what happens, look at Japan and the economic stagnation they have faced. So we need immigrants, as well as wanting immigrants ideologically. But we don’t have a process—an effective process that helps us to have the resources and to have fair laws that are actively applied to determine who comes in and who doesn’t. I believe that we should not allow families to come in, I think we should do more for political refugees—those who can prove they’re political refugees. We should do more also for skilled workers. And we can have various other categories—DREAMers and others. Some of my best students, by the way, every semester, are DREAMers, in my classes at the University of Texas. But that’s not to say we’re letting everyone in. And we should hold people accountable to the law. But right now we have a system of laws that are outdated. The last legislation was in the Reagan administration. We have poorly funded and mis-funded institutions. We have states like Texas and Florida that are sending ill-trained forces down to the border to do things that are intentionally not matched up with the federal government. And then, it has to be said, we are creating not only hateful rhetoric but misallocating resources in building walls, or pieces of walls, that don’t keep anyone out of anywhere. It is long time that members of Congress sit down and work toward the passage of legislation. There was a majority that agreed to a legislative package during the Obama administration. And it was filibustered, back to that—back to that point. So the best way to deal with this issue is to update our laws based on our values. That won’t solve the problem, but that can do a lot better. And I am deeply frustrated that we haven’t had the historical will or the political will in the last thirty years. That has to change. FASKIANOS: I’m going to go next to Jennifer Brinkerhoff at GWU. Do you think Supreme Court reform is needed to keep our democracy strong? SURI: Yes. And I have a strong historical argument for that, Jennifer. Thank you for asking that excellent question. Here is the thing about both the Supreme Court and Congress. I think most people know this, but it’s worth resaying. From the late eighteenth century until the early twentieth century, we expanded Congress every ten years. So we need more members of Congress for more representation. And we brought in more states. We need to bring in Puerto Rico and Washington, DC, as states. And we changed the composition and jurisdiction of the Supreme Court. I point this out in my book, the Supreme Court numbers, the number and jurisdiction of the court, the actual operation of the court was changed by Congress three times between 1861 and 1872. To change the number of justices—for a time there were ten, then there were eight—to change their jurisdiction. And this was what everyone assumed was Congress’ role. Congress doesn’t get to decide the cases, but Congress sets the framework within which the Supreme Court operates. Since the late nineteenth century have we not only kept Congress at about the same size—so we now have 750,000-800,000 people per member of Congress in the House—but we’ve also—we’ve also kept the Supreme Court at the same size. We all know that the legal structure of the United States has multiplied in its complexity and scale since the late nineteenth century. And why we think that nine cardinals is still the appropriate number, and the jurisdictional demarcations make the same sense, it doesn’t fit with our world. We need to update that. And we could do something that would be very fair. We could follow the model of our appellate courts where, let’s say, we created nineteen, eighteen Supreme Court justices. And they rotated randomly in groups of nine to hear cases? So that way, you couldn’t also game who your Supreme Court judges were for the cases you were bringing. There’s no reason we couldn’t do that. We could give every president a guaranteed number to appoint, and then have others that are appointed when people pass away or retire. We could do this in a way that initially might give one side an advantage, but would set up a fair system, a fair rotational system, which is what we do for our appellate courts. And I think it’s long time we do that. I think something like this was recommended, Jennifer, you probably know more details, but by the committee that was brought together to advise on this. I think this was recommended. And let me say one other thing. That’s not packing the court, what I just described. What FDR was trying to do with the alleged packing of the court was actually trying to change the judges in real time so he’d get the outcome he wanted at that moment. I’m not talking about doing that. I’m talking about creating a long-term process that would make for a court that would be less political, because you couldn’t choose exactly which justice, and because every president would get to appoint. And a court that would be able to cover more issues more appropriately. FASKIANOS: Jeremi, just as a follow up, do you think that there should be term limits, both in terms of the Supreme Court and in Congress? And is there any historical evidence that that might make a difference? SURI: Well, I think the term limits on the court might make sense, because I will say, as a historian, the founders and most who have written about this through the twentieth century never assumed people would serve on the court as long as they have, right? Because life expectancies were not the same. People were actually not appointed as young, chosen by the Federalist Society or things like that. So I do think there’s an argument to be made. It think it would be a long term limit you would want. But I think you could say you’re dealing with the historical intent by assuming people don’t get to be Supreme Court justice for fifty, sixty, seventy years. That does seem like a very, very long time, in a sense. So I would—I’m not saying I’m advocating that, but I think one could make a historical argument for that. My problem with term limits at the congressional level is one that’s always been the historical objection, which is that in some ways further empowers parties and further empowers lobbyists, right, because if you’re constantly rotating, the new person who wants to run is dependent upon the party and dependent upon people who raise the money. So I’m not sure that’s the best way to deal with things, although I do think there is at some point enough time that someone has been in office. But I’d like to make it easier for people to run, and easier for people through primaries, as well as through general elections, to vote someone else in. FASKIANOS: Thank you. I’m going to go next to Damian Odunze. I hope I pronounced that correctly. Assistant professor of criminal justice and criminology at Delta State University in Mississippi. How can we address the structural problems that confront the criminal justice system, for instance police use of excessive force? Do we have a problem of a few rotten apples, or do we need to address institutional inadequacies? SURI: So this is a great question, Damian. A question my students are asking all the time. And this is one I’m actually optimistic on. I think we’ve made progress since George Floyd, or in the aftermath, or around this period, despite what recently happened in Memphis and what happens in Austin quite often here. We’ve made progress, because people are much more aware of these issues. I think we start by understanding the very severe problems of the criminal justice system by talking about precisely the history we’ve been talking about today. Our criminal justice system is not entirely, but is in part, an extension—an extension of a slave system, slave enforcement system, and even more so a post-Civil War system of protecting white supremacy in our society. And that’s incontrovertible when you look at the evidence. Let me make this as clear as I can. I show this in the book, and I could have shown it even more. There’s only so much about this you can write about in one book. But most of the violence that occurs in major areas after the Civil War, which involves rioting and violence to prevent people from voting, to prevent African American and Jewish communities, and immigrant communities living places. The Memphis riot in 1866, New Orleans, Colfax, 1873. Almost all of this involves local policing not simply allowing this to happen, being responsible for much of it. Almost every one of these police forces are involved with the violence. Now, current police officers are not those people. Many of my students have become police officers. My cousin just retired from, I think, twenty-eight years on the New York City Police Department, where he survived. I’m so—he’s one of the best public servants I know. Richard Mack is his name. I have a deep respect for police officers. That’s not the problem. The problem is the structure of policing, the attitudes that are encouraged, the practice and behavior, the violence that is used and now has gone upscale with new weapons that are acquired. It’s a classic case of what you call, Damian, right, structural or institutional racism. Doesn’t make the individuals racist. But we need to understand that—I’ll give a very concrete example of this. My wife happens to be on the city council here in Austin. And she looked at the curriculum for cadets. And the curriculum for cadets was not teaching them to understand the communities they were dealing with. In fact, just the opposite. They were taught a civics course that did not mention slavery in Austin, Texas. And how can you understand that—in Austin 1924, there was forced segregation. Entire community of African Americans were forced to move from one part of town to another. Police officers are not taught that history. Now they are, because my wife got involved. That’s a classic case, I think, not of the racism of the officers, but of the institutionalized racism. And I’m optimistic, Damian, not because I don’t see resistance to changing that, but because we are all more aware. Every one of my students now has seen a video of something like what happened to George Floyd. And every one of my students recognizes it as a problem. And you can’t solve a problem till you recognize it. And we’re farther along now in recognizing it. FASKIANOS: Thank you. Question from Julie Hershenberg from Texas, Collin College in Plano, Texas. I’m always struggling to find unbiased news sources for my students to help them stay current. What are your suggestions? SURI: Great, great question on that. I don’t think there’s one. I think what we’re teaching our students to do is to go to real, serious sources that try to be unbiased, even though they are not. And that’s the big difference. Is the source fact-based, as best as it can? And is it self-reflective on its own biases? And is it trying to get beyond those biases? So I’m very predictable on this. I want my students to read the New York Times. I want them to read the Wall Street Journal. I want them to read either the Financial Times or the Economist, particularly on the U.S., how those sites view the U.S. I want them, of course, to read Foreign Affairs on foreign policy, and the Foreign Affairs website. And others as well, right? But the point is, there’s a difference—this is what I’m trying to get across to my students—there’s a difference between those sites and sites that have not the same elements of fact-checking nor the same effort to be unbiased. Whether you like Fox News or not, Fox News is not trying to be unbiased. That’s now documented. MSNBC I don’t think tries to be unbiased. I like MSNBC. I sometimes go on MSNBC as a guest. But I don’t think MSNBC tries to be unbiased either. So I think it’s a lot better than Fox News personally, but I don’t think it's—that’s as good a source as the others. And so those are the things. For basic news coverage day to day, especially students who want to follow international affairs not just U.S. affairs, I still think the gold standard is the BBC. You know, I find bbc.com to be the best. If I want to know what’s going on in Turkey, that’s what I look at. FASKIANOS: Fantastic. Let’s go to—back to Todd Barry, Hudson County Community College. Is another constitutional convention possible? And would it be meaningful with new constitutional amendments? Or could it be dangerous, with too much change? SURI: Yeah. I have a colleague, a wonderful, very distinguished colleague, Sanford Levinson, who has been arguing for a new constitutional convention for, like, thirty years. And he’s arguing for it from the left. And then my governor, Greg Abbott, is arguing for a constitutional convention from the right. I think a constitutional convention would be a disaster. The last thing I want us to do is throw away two hundred years of wisdom and try to start again. But I do think we need amendments to the Constitution. And our Constitution makes it hard, but we can rewrite the Constitution. So I’m for rewriting the Constitution. I’m not for starting over, because I’m a Burkean. I’m not for revolution. I’m for building on the wisdom of the past. And we have a lot of wisdom to build on. My problem is not that we don’t have the wisdom. I mean, I’m a historian so I’m obviously going to say this. It’s not that the problem is the absence of wisdom. It’s whether we’re willing to learn it and use it. So let’s study the Constitution, and then let’s change it. Let’s not try to throw it away and start again. FASKIANOS: And, Jeremi, I’ll ask you the final question. Do you think, as you’re seeing students come into your university, do you think that there should be more systemized teaching of civics and history across the states? Because each state, as you mentioned with what the officers are studying, their civics didn’t mention slavery. So what does that look like for students, and how it’s being taught in different states—history? SURI: Yes. I think civics should be taught. I think we should be less prescriptive. I am for empowering teachers. I think we should—in the same way we invest a lot in educating science teachers, and math teachers—we don’t do enough, obviously, but we do a lot in that—we should be doing more to invest in an attractive career path for people to teach civics, to each constitutional and American history, and to teach it across the board, to be supported in doing that, to be given material and then left to their devices to teach. And that should be something supported not just by the federal government financially, it should be encouraged by our country as a whole. What I have witnessed is actually students are coming into my classrooms from all over the country, from very good high schools. It’s very hard—to get into UT now you have to be in the top 5 percent of your class, at least. It’s really hard to get in. They come from great schools with lots of AP credits. And they haven’t learned basic—they haven’t read the Constitution. They don’t understand basic things. And that shouldn’t be the case. We can do better. I don’t think we’re worse than we were, but we can do better. We can do better. And I think that should be a national mission. But I don’t want that to be civics taught just one way. I want use to actually train teachers to do it, and then let them run, let them do—let them do the teaching. FASKIANOS: Thank you very much for this hour. This was fantastic. We really appreciate your insights, and for all your work on this. Again, I commend Jeremi Suri’s book Civil War by Other Means: America’s Long and Unfinished Fight for Democracy. If you haven’t already read it, you should. And we really appreciate your being with us. You can follow him on Twitter at @jeremisuri. SURI: And if I might, Irina, I also have a podcast called This is Democracy, where each week we talk about these issues. We bring on people to talk. We just had Jonathan Alter on this week to talk about Jimmy Carter and his legacy, positive and negative, for our democracy. We had John Sipher on last week or the week before talking about the CIA and its role in our democracy. So please listen. It’s called This is Democracy. It’s free. FASKIANOS: Fantastic. And we are going to continue this conversation on the future of democracy with our next webinar with CFR President Richard Haass on Tuesday, March 7 at 3:00 p.m. As many of you know, he’s written a book entitled The Bill of Obligations: The Ten Habits of Good Citizens, and feels very strongly about how we need to be training and teaching young adults about their obligations. SURI: It’s a great book. I just want to—I want to pitch for Richard. He’s a friend, so I’m biased. But it’s a great book, and I hope you all will come and—read my book first, and then read his book. But you should— FASKIANOS: Oh, OK, but—(laughs)—I won’t tell him you listed it, but I will share your endorsement. (Laughs.) SURI: Tell Richard—tell Richard I was pushing his book. It is a great book. I highly recommend it. It’s very readable for students also. I’ve actually already given some of it to my students to read. FASKIANOS: Fantastic. So in the meantime, please do follow us at @CFR_Academic, go to CFR.org, ForeignAffairs.com—Jeremi already mentioned Foreign Affairs—and ThinkGlobalHealth.org for research and analysis on global issues. It was great to be with you all, and with you, Jeremi. Wishing you all a good rest of your day. SURI: Thank you, everyone. Thank you. (END)
  • Americas
    Young Professionals Briefing Series: Corporate Social Responsibility and Development Around the World
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    Panelists discuss the role of the private sector in promoting social responsibility, development, and change at scale around the world. The CFR Young Professionals Briefing Series provides an opportunity for those early in their careers to engage with CFR. The briefings feature remarks by experts on critical global issues and lessons learned in their careers. These events are intended for individuals who have completed their undergraduate studies and have not yet reached the age of thirty to be eligible for CFR term membership.
  • Technology and Innovation
    Academic Webinar: Big Tech and Global Order
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    Margaret O’Mara, Scott and Dorothy Bullitt Chair of American history and professor at the University of Washington, leads the conversation on big tech and global order.   CASA: Welcome to today’s session of the Winter/Spring 2023 CFR Academic Webinar Series. I’m Maria Casa, director of the National Program and Outreach at CFR. Thank you all for joining us. Today’s discussion is on the record, and the video and transcript will be available on our website, CFR.org/Academic, if you would like to share it with your colleagues or classmates. As always, CFR takes no institutional positions on matters of policy. We are delighted to have Margaret O’Mara with us to discuss big tech and global order. Dr. O’Mara is the Scott and Dorothy Bullitt Chair of American history and professor at the University of Washington. She writes and teaches about the growth of the high-tech economy, the history of American politics, and the connections between the two. Dr. O’Mara is an Organization of American Historians distinguished lecturer and has received the University of Washington Distinguished Teaching Award for Innovation with Technology. Previously, she served as a fellow with the Center for Advanced Study in the Behavioral Sciences, the American Council of Learned Societies, and the National Forum on the Future of Liberal Education. From 1993 to 1997, Dr. O’Mara served in the Clinton administration as an economic and social policy aide in the White House and in the U.S. Department of Health and Human Services. She is the author of several books and an editor of the Politics and Society in Modern America series at Princeton University Press. Welcome, Margaret. Thank you very much for speaking with us today. O’MARA: Thank you so much, Maria, and thank you all for being here today. I’m setting my supercomputer on my wrist timer so I—to time my talk to you, and which is very apropos and it’s really—it’s great to be here. I have a few slides I wanted to share as I talk through, and I thought that since we had some really interesting meaty present tense readings from Foreign Affairs as background for this conversation as well as the recent review essay that I wrote last year, I thought I would set the scene a little more with a little more history and how we got to now and thinking in broad terms about how the technology industry relates to geopolitics and the global order as this very distinctive set of very powerful companies now. So I will share accordingly, and, Maria, I hope that this is showing up on your screen as it should. So I knew I—today I needed to, of course, talk—open with something in the news, this—the current—the ongoing questions around what has—what was in the sky and what is being shot down in addition to a Chinese spy balloon, which is really kind of getting to a question that’s at the center of all of my work. I write at the intersection of economic history and political history and I do that because I’m interested in questions of power. Who has power? What do they value? This is the kind of the question of the U.S.-China—the operative question of the U.S.-China rivalry and the—and concern about China, what are the values, what are the—and Chinese technology and Chinese technology companies, particularly consumer-facing ones. And this is also an operative question about the extraordinary concentration of wealth and power in a few large platform companies that are based on the West Coast of the United States—(laughs)—a couple in my town of Seattle where I am right now talking to you, and others in Silicon Valley. It’s very interesting when one does a Google image search to find a publicly available image and puts in Silicon Valley the images that come up are either the title cards of the HBO television comedy, which I was tempted to add, but the—really, the iconic shot of the valley as place is the Apple headquarters—the Spaceship, as it’s called in Cupertino—that opened a few years ago in the middle of suburbia. And this is—you know, the questions of concentrated power in the Q&A among the background readings, you know, this was noted by several of the experts consulted about what is the threat of big tech geopolitically and concentrated power, whether that’s good, bad, if that’s an advantage geopolitically or not. It was something that many of those folks brought up as did the other readings as well. And this question of power—who has power and taking power—has been an animating question of the modern technology industry and there’s an irony in this that if you think about the ideological granddaddy of Apple itself is the Whole Earth Catalog, which I—and this is—I quote from this in the opening to my review essay that was part of the background readings and I just thought I would pop this up in full for us to think about. This is Stewart Brand. This is the first issue of the Whole Earth Catalog. The full issue is digitized at the Internet Archive as are so many other wonderful artifacts and primary source materials about this world, and this is right here on the—you know, you turn—open the cover and here is the purpose: “We are as gods and might as well get used to it. So far, remotely done power and glory as via government, big business, formal education, and church has succeeded to the point where gross obscure actual gains. In response to this dilemma and to these gains a realm of intimate personal power is developing—power of the individual to conduct his own education, find his own inspiration, shape his own environment, and share his adventure with whoever is interested. Tools that aid this process are sought and promoted by the Whole Earth Catalog.” The audience of the Whole Earth Catalog was not a bunch of techies, per se. It was back to the landers, people who were going and founding communes and the catalog was—you know, which was more a piece of art than it was an actual shopping guide, had all sorts of things from books by Buckminster Fuller to camp stoves and to the occasional Hewlett Packard scientific calculator, making this kind of statement that these tools could actually be used for empowerment of the individual because, of course, the world of 1968 is one in which computers and AI are in the hands of the establishment. We see this playing out in multiple scales including Hollywood films like Kubrick’s 2001: A Space Odyssey, which, of course, follows, what, four years earlier Dr. Strangelove, which was also a satiric commentary on concentrated power of the military industrial complex, and computers were, indeed, things that were used by large government agencies, by the Pentagon, by Fortune 50 companies. And so the countercultural computer or personal computer movement is very much about individual power and taking this away from the global order, so to speak. This is the taking—using these tools as a way to connect people at the individual level, put a computer on every desk, connect everyone via computer networks to one another, and that is how the future will be changed. That is how the inequities of the world would be remedied. The notion of ultimate connectivity as a positive good was not something that originated with Facebook but, indeed, has much, much deeper origins and that’s worth thinking about as we consider where we are in 2023 and where things are going from there. It’s also worth thinking about the way in which global—the global order and particularly national security and government spending has played a role—an instrumental role—in the growth of the technology industry as it is. Take, for example, the original venture-backed startup, Fairchild Semiconductor, which is legendary as really starting the silicon semiconductor industry in the valley. It is the—it puts the silicon in the valley, and the eight co-founders known as the Traitorous Eight because they all quit en masse their previous job at Shockley Semiconductor working for William Shockley, the co-inventor of the transistor, and they went off and did something that one does not—did not do in 1957 very often, which was start your own company. This was something that you did if you were weird and you couldn’t work for people. That’s what one old timer told me, reflecting back on this moment. But they, indeed, started their own company, found outside financing and in this group contains Robert Noyce and Gordon Moore, the two co-founders of Intel, as well as Gene Kleiner, co-founder of Kleiner Perkins, the venture capital firm. This is really the—you know, the original—where it all began, and yes, this is a story of free-market entrepreneurialism but it also is a story of the national security state. This is a—Fairchild is founded at a moment when most of the business in the Santa Clara Valley of California, later known as Silicon Valley, was defense related. This is where the jobs were. This is the business they were doing, by and large. There was not a significant commercial market for their products. A month after they’re incorporated—in September ’57 is when Fairchild incorporates itself. October 1957 Sputnik goes into orbit. The consequent wave of space spending is really what is the literal rocket ship that gets Silicon Valley’s chip business going. The integrated circuits made by Fairchild and other chip makers in the valley go into the Apollo guidance system. NASA is buying these chips at a time that there is not a commercial market for them and that enables these companies to scale up production to create a commodity that can be delivered to the enterprise. And so by the time you get to the 1970s you are not talking about defense contractors in any way. These are companies that are putting their chips in cars and in other—all sorts of one time mechanical equipment is becoming transistorized. And Intel is Intel, still one of the most important and consequential—globally consequential tech companies around at the center of the action in the CHIPS Act of last year, not to mention others. But this longer history and this intertwining with the military industrial complex and with broader geopolitics—because, of course, the space program and the Apollo program was a Cold War effort. It was about beating the Soviets to the moon, not just doing it because we could. But that really kind of dissipates and fades from collective memory in the Valley and beyond with the rise of these entrepreneurs like Steve Jobs, Steve Wozniak, Bill Gates, young, new-time CEOs that are presenting a very, very different face of business and really being consciously apolitical, presenting themselves as something so far apart from Washington, D.C. And this notion of tech, big or little, being something separate from government and governance is perpetuated by leaders of both parties, not just Ronald Reagan but also by Democrats of a younger generation that in the early 1980s there was a brief moment in which lawmakers like Tim Wirth and Gary Hart were referred to as Atari Democrats because they were so bullish on high-tech industries as the United States’ economic future. And the way in which politicians and lawmakers from the 1980s forward talked about tech was very much in the same key as that of people like Steve Jobs, which is that this is a revolutionary—the tools have been taken from the establishment, and this is something that is apart from politics, that transcends the old global order and is a new one. And, in fact, in the speech in May 1988 in Moscow at the end of his presidency Ronald Reagan delivers a—you know, really frames the post-Cold War future as one in which the microchip is the revolutionary instrument of freedom: “Standing here before a mural of your revolution”—and a very large bust of Lenin—“I talk about a very different revolution that is taking place right now. Its effects are peaceful but they will fundamentally alter our world, and it is—the tiny silicon chip is the agent of that, no bigger than a fingerprint.” This is really remarkable, if we sit back and take a deep breath and think about it, and particularly thinking about what happens after that. What happens after that are decades in which, again, leaders of both parties in the United States and world leaders elsewhere are framing the internet and understanding the internet as this tool for freedom and liberation, a tool that will advance democracy. Bill Clinton, towards the end of his presidency, famously kind of said, effectively, that I’m not worried about China because the internet is going to bring—you know, internet is going to make it very hard to have anything but democracy. And this notion of a post-Cold War and beyond the end of history and tech and big tech being central to that that, in fact, aided the rise of big tech. That was a rationale for a light regulatory hand in the United States, allowing these companies to grow and flourish and so big, indeed, they have become. But I want to end on a note just thinking about the—you know, why this history is important, why this connective tissue between past and present actually does matter. It isn’t just that, oh, this is nice to know. This is useful. Lawrence Preston Gise was the second—sorry, the first deputy administrator of DARPA in 1958, created in the wake of the Sputnik—post-Sputnik panic, originally called ARPA, now DARPA. He later ran the entire Western Division of the Atomic Energy Commission—Los Alamos, Livermore, et cetera. Longtime government public servant. In his retirement he retired to his farm in west Texas and his young grandson came and lived with him every summer. And his grandson throughout his life has talked about how—what a profound influence his grandfather was on him, showing him how to be a self-sufficient rancher, how to wrangle cattle and to build a barbed wire fence. But the grandson—you know, what the grandson didn’t mention that much because it wasn’t really relevant to his personal experience was who his grandfather was and what he had done. But when that grandson, Jeff Bezos—a few years ago when there was—when Google employees were writing their open letter to CEO Sundar Pichai saying, we are not in the defense business. We are—we don’t like the fact that you are doing work with the Pentagon, and pressuring Google successfully and other companies to get out of doing work with the Pentagon, Bezos reflected, no, I think we’re—I think this is our patriotic duty to do work—do this kind of work. And as I listened to him say that on a stage in an interview I thought, ah, that’s his grandfather talking because this little boy, of course, was Jeff Bezos, the grandfather of Lawrence Preston Gise, and those—that connective tissue—familial connective tissue as well as corporate and political connective tissue, I think, is very relevant to what we have before us today. So I’ll leave it there. Thanks. CASA: Thank you, Margaret, for that very interesting introduction. Let’s open up to questions. (Gives queuing instructions.) While our participants are gathering their thoughts would you start us off by providing a few examples of emerging technologies that are affecting higher education? O’MARA: Yeah. Well, we’ve had a very interesting last three years in which the debate over online learning versus in-person learning very quickly was not necessarily resolved. We did this mass real-time experiment, and I think it made—put into sharp relief the way in which different technologies are shaping the way that higher education institutions are working and this question of who’s controlling the—who controls the platforms and how we mediate what learning we do. Even though I now teach in person again almost everything that I do in terms of assignments and communication is through electronic learning management systems. The one we use at UW is Canvas. But, of course, there are these broader questions—ethical questions and substantive questions—about how our AI-enabled technologies including, notably, the star of the moment, ChatGPT, going to change the way in which—it’s mostly been around how are students going to cheat more effectively. But I think it also has these bigger questions about how you learn and where knowledge, where the human—where the human is necessary. My take on it is, aside from the kind of feeling pretty confident in my having such arcane prompts for my midterm essay questions and research projects that ChatGPT, I think, would have a very hard time doing a good job with it but although I’m looking forward to many a form letter being filled by that technology in the future, I think that there is a—you know, this has a history, too. The concern about the robot overlords is a very deep one. It extends from—you know, predates the digital age, and the anxiety about whether computers are becoming too powerful. Of course, this question of artificial intelligence or augmented intelligence kind of is the computer augmenting what a human can do rather than replacing what a human can do or pretending to have the nuance and the complexity that a human might be able to convey. I think there’s, you know, these bigger questions and I’m sure—I imagine there are going to be some other questions about AI. Really, you know, this is a—I think this is a very good learning moment, quite frankly, to think more—you know, one of the things I teach about a lot is kind of the information that is on the internet and who’s created it and how it is architected and how it is findable and how those platforms have been developed over time. And what ChatGPT and other AIs like them are doing is they’re scraping this extraordinary bounteous ocean of information and it is as good as the—it’s as good as its source, right. So whatever you’re able to do with it you have—your source materials are going to determine it. So if there is bias in the sources, if there is inaccuracy in the sources, there is—that will be replicated. It cannot be—you know, I think what it is is it’s a really good rough draft, first draft, for then someone with tacit knowledge and understanding to come into, and I like to think of digital tools as ones that reveal where things that only people can do that cannot be replicated, that this—where human knowledge cannot be, where a machine still—even though a machine is informed by things that humans do and now does it at remarkable speed and scale it still is—there is—we are able to identify where humanity makes a difference. And then my one last caution is I do—you know, the one thing you can’t do with these new—any of these new technologies is do them well really fast, and the rush to it is a little anxiety inducing. CASA: Thank you. Our first question is from Michael Leong from the—he’s a graduate student at the University of Arizona. Michael, would you like to unmute and ask your question? Q: Yeah. Hi, Dr. O’Mara. Hi, Ms. Casa. Sorry for any background noise. I just had a, like, general question about your thoughts on the role big tech plays in geopolitics. Specifically, we’ve seen with SpaceX and Starlink especially with what’s going on in Ukraine and how much support that has been provided to the Ukrainian Armed Forces, and potentially holding that over—(inaudible)—forces. So, basically, do we expect to see private companies having more leverage over geopolitical events? And how can we go forward with that? O’MARA: Yeah. That’s a really—that’s a really great question. And you know, I think that there’s—it’s interesting because the way—there’s always been public-private partnerships in American state building and American geopolitics, and that’s something—it’s worth kind of just noting that. Like, from the very beginning the United States has used private entities as instruments of policy, as parastatal entities, whether it be through, you know, land grants and transcontinental railroad building in the nineteenth century all the way through to Starlink and Ukraine because, of course, the Pentagon is involved, too—you know, that SpaceX is in a very—is a significant government contractor as ones before it. I think that where there’s a really interesting departure from the norm is that what we’ve seen, particularly in the last, you know, the last forty years but in this sort of post-Cold War moment has been and particularly in the last ten to fifteen years a real push by the Pentagon to go to commercial enterprises for technology and kind of a different model of contracting and, I should say, more broadly, national security agencies. And this is something, you know, a real—including the push under—when Ash Carter was in charge of DOD to really go to Silicon Valley and say, you guys have the best technology and a lot of it is commercial, and we need to update our systems and our software and do this. But I think that the SpaceX partnership is one piece of that. But there has been a real—you know, as the government has, perhaps, not gotten smaller but done less than it used to do and there’s been more privatization, there have been—there’s been a vacuum left that private companies have stepped into and I think Ian Bremmer’s piece was really—made some really important points in this regard that there are things that these platform companies are doing that the state used to do or states used to do and that does give them an inordinate amount of power. You know, and these companies are structurally—often a lot of the control over these companies is in the hands of very, very few, including an inordinate unusual amount of founder power, and Silicon Valley, although there’s plenty of political opinionating coming out of there now, which is really a departure from the norm, this kind of partisan statements of such—you know, declarations of the—of recent years are something that really didn’t—you didn’t see very much before. These are not folks who are—you know, their expertise lies in other domains. So that’s where my concern—some concern lies where you have these parastatal actors that are becoming, effectively, states and head of states then and they are not, indeed, speaking for—you know, they’re not sovereign powers in the same way and they are speaking for themselves and speaking from their own knowledge base rather than a broader sense of—you know, they’re not speaking for the public. That’s not their job. CASA: Our next question is from Michael Raisinghani from Texas Woman’s University. Michael, if you could unmute. Q: Thank you, Ms. Casa and Dr. O’Mara. A very insightful discussion. Thank you for that. I just thought maybe if you could maybe offer some clarity around the generative AI, whether it’s ChatGPT or Wordtune or any of this in terms of the future. If you look, let’s say, five, ten years ahead, if that’s not too long, what would your thoughts be in this OpenAI playground? O’MARA: Mmm hmm. Well, with the first—with the caveat that the first rule of history is that you can’t predict the future—(laughs)—and (it’s true ?); we are historians, we like to look backwards rather than forwards—I will then wade into the waters of prediction, or at least what I think the implications are. I mean, one thing about ChatGPT as a product, for example, which has been really—I mean, what a—kudos for a sort of fabulous rollout and marketing and all of a sudden kind of jumping into our public consciousness and being able to release what they did in part because it wasn’t a research arm of a very large company where things are more being kept closer because they might be used for that company’s purposes. Google, for example, kind of, you know, has very in short order followed on with the reveal of what they have but they kind of were beaten to the punch by OpenAI because OpenAI wasn’t—you know, it was a different sort of company, a different sort of enterprise. You know, a lot of it are things that are already out there in the world. If we’ve, you know, made an airline reservation and had a back and forth with a chatbot, like, that’s—that’s an example of some of that that’s already out in the world. If you’re working on a Google doc and doing what absolutely drives me bonkers, which is that Google’s kind of completing my sentences for me, but that predictive text, those—you know, many things that we are—that consumers are already interacting with and that enterprises are using are components of this and this is just kind of bringing it together. I think that we should be very cautious about the potential of and the accuracy of and the revolutionary nature of ChatGPT or any of these whether it be Bard or Ernie or, you know, name your perspective chatbot. It is what it is. Again, it’s coming from the—it’s got the source material it has, it’s working with, which is not—you know, this is not human intelligence. This is kind of compilation and doing it very rapidly and remarkably and in a way that presents with, you know, literacy. So I’m not—you know, does very cool stuff. But where the future goes, I mean, clearly, look, these company—the big platform companies have a lot of money and they have a great deal of motivation and need to be there for the next big thing and, you know, if we dial back eighteen months ago there were many in tech who were saying crypto and Web3 was the next big thing and that did not—has not played out as some might have hoped. But there is a real desire for, you know, not being left behind. Again, this is where my worry is for the next five years. If this is driven by market pressures to kind of be the—have the best search, have the best—embed this technology in your products at scale that is going to come with a lot of hazards. It is going to replicate the algorithmic bias, the problems with—extant problems with the internet. I worry when I see Google saying publicly, we are going to move quickly on this and it may not be perfect but we’re going to move quickly when Google itself has been grappling with and called out on its kind of looking the other way with some of the real ethical dilemmas and the exclusions and biases that are inherent in some of the incredibly powerful LLMs—the models that they are creating. So that’s my concern. This is a genie that is—you know, letting this genie out of the bottle and letting it become a mass consumer product, and if—you know, OpenAI, to its credit, if you go to ChatGPT’s website it has a lot of disclaimers first about this is not the full story, effectively, and in the Microsoft rollout of their embedding the technology in Bing last week Microsoft leaders, as well as Sam Altman of OpenAI, were kind of—their talking points were very careful to say this is not everything. But it does present—it’s very alluring and I think we’re going to see it in a lot more places. Is it going to change everything? I think everyone’s waiting for, like, another internet to change everything and I don’t know if—I don’t know. The jury’s out. I don’t know. CASA: Thank you. Our next question is a written one. It comes from Denis Fred Simon, clinical professor of global business and technology at the University of North Carolina at Chapel Hill. He asked, technology developments have brought to the surface the evolving tension between the drive for security with the desire for privacy. The U.S. represents one model while China represents another model. How do societies resolve this tension and is there some preferred equilibrium point? O’MARA: That is a—that’s the billion-dollar question and it’s—I think it’s a relevant one that goes way back. (Laughs.) I mean, there are many moments in the kind of evolution of all of these technologies where the question of who should know what and what’s allowable. If we go back to 1994 and the controversy over the Clipper chip, which was NSA wanting to build a backdoor into commercially available software, and that was something that the industry squashed because it would, among other things, have made it very difficult for a company like Microsoft to sell their products in China or other places if you had a—knew that the U.S. national security agencies were going to have a window into it. And, of course, that all comes roaring back in 2013 with Snowden’s revelations that, indeed, the NSA was using social media platforms and other commercial platforms—consumer-facing platforms—to gather data on individuals. You know, what is the perfect balance? I mean, this is—I wish I had this nice answer. (Laughs.) I would probably have a really nice second career consulting and advising. But I think there is a—what is clear is that part of what has enabled the American technology industry to do what it has done and to generate companies that have produced, whether you think the transformations on balance are good or bad, transformative products, right. So everything we’re using to facilitate this conversation that all of us are having right now is coming from that font. And democratic capitalism was really critical to that and having a free—mostly free flow of information and not having large-scale censorship. I mean, the postscript to the Clipper chip—you know, Clipper chip controversy is two years later the Telecom Act of 1996, which was, on the one hand, designed to ensure the economic growth of what were then very small industries in the internet sector and not—and prevent the telecoms from ruling it all but also were—you know, this was a kind of making a call about, OK, in terms when it comes to the speech on the internet we are going to let the companies regulate that and not be penalized for private—when private companies decide that they want to take someone down, which is really what Section 230 is. It’s not about free speech in a constitutional sense. It’s about the right of a company to censor or to moderate content. It’s often the opposite of the way that it’s kind of understood or interpreted or spun in some ways. But it is clear that the institutions of—that encourage free movement of people and capital have been—are pretty critical in fueling innovation writ large or the development and the deployment and scaling of new technologies, particularly digital technologies. But I think you can see that playing out in other things, too. So that has been, I think, a real tension and a real—there’s a market dimension to this, not just in terms of an ethical dimension or political dimension that there does need to be some kind of unfettered ability of people to build companies and to grow them in certain ways. But it’s a fine balance. I mean, this sort of, like, when does regulation—when does it—when do you need to have the state come in and in what dimension and which state. And this goes back to that core question of like, OK, the powerful entities, what are their values? What are they fighting for? Who are they fighting for? I don’t know. I’m not giving you a terribly good answer because I think it’s a really central question to which many have grappled for that answer for a very long time. CASA: Thank you. Our next question comes from Ahmuan Williams, a graduate student at the University of Oklahoma. Ahmuan? Q: Thank you. Hi. I’m wondering about ChatGPT, about the regulation side of that. It seems like it’s Microsoft that has kind of invested itself into ChatGPT. Microsoft had before gotten the Pentagon contract just a few years back. So it’s kind of a two-part question. So, first of all, how does that—what does that say about government’s interest in artificial intelligence and what can be done? I know the Council of Foreign Relations also reported that the Council of Europe is actually planning an AI convention to figure out how, you know, a framework of some type of AI convention in terms of treaties will work out. But what should we be worried about when it comes to government and the use of AI in political advertisements and campaigns, about, basically, them flooding opinions with, you know, one candidate’s ideas and, therefore, them being able to win because they’re manipulating our opinions? So what would you say would be kind of a regulation scheme that might come out of these type—new flourishing AI devices? O’MARA: Mmm hmm. Mmm hmm. That’s a good question. I think there’s sort of different layers to it. I mean, I see that, you know, the Pentagon contract—the JEDI contract—being awarded to Microsoft, much to Amazon’s distress—(laughs)—and litigious distress, is a kind of a separate stream from its decision to invest 10 billion (dollars) in OpenAI. I think that’s a commercial decision. I think that’s a recognition that Microsoft research was not producing the—you know, Microsoft didn’t have something in house that was comparable. Microsoft saw an opportunity to at last do a—you know, knock Google off of its dominant pedestal in search and make Bing the kind of long—kind of a punch line—no longer a punch line but actually something that was a product that people would actively seek out and not just use because it was preinstalled on their Microsoft devices. That is—so I see that as a market decision kind of separate from. The bigger AI question, the question of AI frameworks, yes, and this, again, has a longer history and, you know, I kind of liken AI to the Pacific Ocean. It’s an enormous category that contains multitudes. Like, it’s—you know, we can—oftentimes when we talk about AI or the AI that we see and we experience, it’s machine learning. And part of why we have such extraordinary advances in machine learning in the last decade has—because of the harvesting of individual data on these platforms that we as individuals use, whether it be Google or Meta or others, that that has just put so much out there that now these companies can create something that—you know, that the state of the art has accelerated vastly. Government often is playing catch up, not just in tech but just in business regulation, generally. The other—you know, another example of this in the United States cases with the—in the late nineteenth century, early twentieth century, with what were then new high-tech tech-driven industries of railroads and oil and steel that grew to enormous size and then government regulators played catch up and created the institutions that to this day are the regulators like the FTC created in 1913. Like, you know, that’s—of that vintage. So, I think that it depends on—when it comes to—the question about electoral politics, which I think is less about government entities—this is about entities, people and organizations that want to be in charge of government or governments—that is, you know, AI—new technologies of all kinds that incorporate ever more sophisticated kind of, essentially, disinformation, that—information that presents as real and it is not. The increased volume of that and the scale of that and the sophistication of that and the undetectability of it does create a real challenge to free and fair elections and also to preventing, in the American context, international and foreign intervention in and manipulation of elections but true in every context. That is, you know, getting good information before voters and allowing bad actors to exploit existing prejudices or misassumptions. That is an existing problem that probably will be accelerated by it. I think there’s—there’s a strong case to be made, at least in the U.S. context, for much stronger regulation of campaign advertising that extends to the internet in a much more stricter form. In that domain there’s—I think we have pretty good evidence that that has not been—you know, having that back end has made the existing restrictions on other types of campaign speech and other media kind of made them moot because you can just go on a social platform and do other things. So there’s—you know, this is—I think the other thing that compromises this is the rapidly changing nature of the technology and the digital—and the global reach of these digital technologies that extends any other product made—you know, any other kind of product. It just is borderless that—in a kind of overwhelming way. That doesn’t mean government should give up. But I think there’s a sort of supranational level of frameworks, and then there are all sorts of subnational kind of domain-specific frameworks that could occur to do something as a countervailing force or at least slow the role of developers and companies in moving forward in these products. CASA: Thank you. Our next question is a written one. It comes from Prashant Hosur, assistant professor of humanities and social sciences at Clarkson University. He asks, how do you—or she. I’m sorry. I’m not sure. How do you think big tech is likely to affect conventional wisdom around issues of great power rivalry and power transitions? O’MARA: Hmm. I don’t—well, I think there are a—these are always—these definitions are always being redefined and who the great powers are and what gives them power is always being reshuffled and—but, of course, markets and economic resources and wealth and—are implicated in this for millennia. I think that tech companies do have this—American tech companies and the tech platforms, which I should preface this by saying, you know, none of the companies we’re talking about now are going to rule forever. Maybe that just goes without—it’s worth just note, you know, this is—we will have the rise and fall. Every firm will be a dinosaur. Detroit was the most innovative city in the world a hundred and ten years ago. There’s still a lot of innovation and great stuff coming out of Detroit, but if you—if I queried anyone here and said, what’s the capital of innovation I don’t know if you would say Detroit. But back in the heyday of the American auto industry it was, and I think it’s a good reminder. We aren’t always going to be talking about this place in northern California and north Seattle in this way. But what we have right now are these companies that their products, unlike the products of Henry Ford or General Motors, are ones that are—go across borders with—you know, the same product goes across borders seamlessly and effortlessly, unlike an automobile where a—to sell in a certain country you have to meet that country’s fuel standards and, you know, safety standards, et cetera, et cetera. You have a different model for a different market. Instead, here, you know, a Facebook goes where it goes, Google goes where it goes, YouTube goes where it goes, and that has been kind of extraordinary in terms of internationalizing politics, political trends. I think what we’ve seen globally is very—you know, the role of the internet in that has been extraordinary, both for good and for ill, in the last fifteen years. And then the kind of—the immense—the great deal of power that they have in the many different domains and, again, Ian Bremmer also observed this kind of the—all the different things they do and that is something that is different from twenty-five years ago where you now have companies that are based on the West Coast of the United States with products designed by a small group of people from a kind of narrow, homogenous band of experience who are doing things like transforming taxis and hotels and, I mean, you name it, kind of going everywhere in a way that in the day of the—you know, the first Macintosh, which was like this cool thing on your desk, that was—yes, it was a transformative product. It was a big deal and Silicon Valley was—became a household word and a phrase in the 1980s and the dot.com era, too. That was—you know, everyone’s getting online with their AOL discs they got in the mail. But what’s happened in the twenty-first century is at a scale and—a global scale and an influence across many different domains, and politics, this very deliberate kind of we are a platform for politics that has really reshaped the global order in ways that are quite profound. This is not to say that everything has to do with big tech is at the root of everything. But let’s put it in context and let’s, you know—and also recognize that these are not companies that were designed to do this stuff. They’ve been wildly successful what they set out to do and they have a high-growth tech-driven model that is designed to move fast and, yes, indeed, it breaks things and that has—you know, that has been—they are driven by quarterly earnings. They are driven by other things, as they should be. They are for-profit companies, many of them publicly traded. But the—but because, I think, in part they have been presenting themselves as, you know, we’re change the world, we’re not evil, we’re something different, we’re a kinder, gentler capitalism, there has been so much hope hung on them as the answer for a lot of things, and that is not—kind of giving states and state power something of the past to get its act together that instead states need to step up. CASA: Our next question is from Alex Grigor. He’s a PhD candidate from University of Cambridge. Alex? Q: Hello. Yes. Thank you. Can you hear me? O’MARA: Yes. CASA: Yes. Q: Yeah. Hi. Thank you, Ms. O’Mara. Very insightful and, in fact, a lot of these questions are very good as well. So they’ve touched upon a lot of what I was going to ask and so I’ll narrow it down slightly. My research is looking at cyber warfare and sort of international conflict particularly between the U.S. and China but beyond, and I was wondering—you started with the sort of military industrial complex and industry sort of breaking away from that. Do you see attempts, perhaps, because of China and the—that the technology industry and the military are so closely entwined that there’s an attempt by the U.S. and, indeed, other countries. You see increase in defense spending in Japan and Germany. But it seems to be specifically focused, according to my research, on the technologies that are coming out of that, looking to reengage that sort of relationship. They might get that a little bit by regulation. Perhaps the current downsizing of technology companies is an opportunity for governments to finally be able to recruit some good computer scientists that they haven’t been able to—(laughs)—(inaudible). Perhaps it’s ASML and semiconductor sort of things. Do you see that as part of the tension a conscious attempt at moving towards reintegrating a lot of these technologies back into government? O’MARA: Yeah. I think we’re at a really interesting moment. I mean, one thing that’s—you know, that’s important to note about the U.S. defense industry is it never went away from the tech sector. It just kind of went underground. Lockheed, the major defense contractor, now Lockheed Martin, was the biggest numerical employer in the valley through the end of the Cold War through the end of the 1980s. So well into the commercial PC era and—but very—you know, kind of most of what was going on there was top secret stuff. So no one was on the cover of Forbes magazine trumpeting what they’ve done. And there has been—but there has been a real renewed push, particularly with the kind of—to get made in Silicon Valley or, you know, made in the commercial sector software being deployed for military use and national security use and, of course, this is very—completely bound up in the questions of cyber warfare and these existing commercial networks, and commercial platforms and products are ones that are being used and deployed by state actors and nonstate actors as tools for cyber terrorism and cyber warfare. So, yes, I think it’s just going to get tighter and closer and the great—you know, the stark reality of American politics, particularly in the twentieth and into the twenty-first centuries, is the one place that the U.S. is willing to spend lots of money in the discretionary budget is on defense and the one place where kind of it creates a rationale for this unfettered—largely, unfettered spending or spending with kind of a willingness to spend a lot of money on things that don’t have an immediately measurable or commercializable outcome is in national security writ large. That’s why the U.S. spent so much money on the space program and created this incredible opportunity for these young companies making chips that only—making this device that only—only they were making the things that the space program needed, and this willingness to fail and the willingness to waste money, quite frankly. And so now we’re entering into this sort of fresh—this interesting—you know, the geopolitical competition with China between the U.S. has this two dimensions in a way and the very—my kind of blunt way of thinking about it it’s kind of like the Soviet Union and Japan all wrapped up in one, Japan meaning the competition in the 1980s with Japan, which stimulated a great deal of energy among—led by Silicon Valley chip makers for the U.S. to do something to help them compete and one of those outcomes was SEMATECH, the consortium to develop advanced semiconductor technology, whose funding—it was important but its funding was a fraction of the wave of money that just was authorized through last year’s legislation, the CHIPS Act as well as Inflation Reduction Act and others. So I’m seeing, you know, this kind of turn to hardware and military hardware and that a lot of the commercial—the government subsidized or incentivized commercial development of green technology and advanced semiconductor, particularly in military but other semiconductor technology and bringing semiconductor manufacturing home to the United States, that is—even those dimensions that are nonmilitary, that are civilian, it’s kind of like the Apollo program. That was a civilian program but it was done for these broader geopolitical goals to advance the economic strength and, hence, the broader geopolitical strength of the United States against a competitor that was seen as quite dangerous. So that’s my way of saying you’re right, that this is where this is all going and so I think that’s why this sort of having a healthy sense of this long-term relationship is healthy. It’s healthy for the private sector to recognize the government’s always been there. So it isn’t though you had some innovative secret that the government is going to take away by being involved. And to also think about what are the broader goals that—you know, who is benefiting from them and what is the purpose and recognize often that, you know, many of the advanced technologies we have in the United States are thanks to U.S. military funding for R&D back in the day. CASA: Our next question is written. It’s from Damian Odunze, who is an assistant professor at Delta State University. Regarding cybersecurity, do you think tech companies should take greater responsibility since they develop the hardware and software packages? Can the government mandate them, for instance, to have inbuilt security systems? O’MARA: Hmm. Yeah. I think—look, with great power comes great responsibility is a useful reminder for the people at the top of these companies that for—that are so remarkably powerful at the moment and because their platforms are so ubiquitous. There are—you see, for example, Microsoft has really—is a—I think what they’ve done in terms of partnering with the White House and its occupants and being—kind of acting as a NSA first alert system of sorts and kind of being open about that I think that’s been good for them from a public relations perspective, and also—but I think it also reflects this acknowledgement of that responsibility and that it also is bad for their business if these systems are exploited. Yeah, I think that, again, regulation is something that—you know, it’s like saying Voldemort in Silicon Valley. Like, some people are, like, oh, regulation, you know. But there’s really—there can be a really generative and important role that regulation can play, and the current industry has grown up in such a lightly-regulated fashion you just kind of get used to having all that freedom, and when it comes to cybersecurity and to these issues of national security importance and sort of global importance and importance to the users of the products and the companies that make them there’s, I think, a mutual interest in having some sort of rules of the road and that—and I think any company that’s operating at a certain scale is—understands that it’s in their market interest to be—you know, not to be a renegade, that they are working with. But I think having—you know, there can be a willingness to work with but they’re—having a knowledge and an understanding and a respect for your government partners, your state partners, whether they be U.S. or non-U.S. or supranational is really critically important and sometimes tech folks are a little too, like, oh, politics, they don’t know what they’re doing, you know. We know better. And I think there needs to be a little more mutual exchange of information and some more—yes, some more technical people being able to be successfully recruited into government would probably be a help, too, so there’s—on both sides of the table you have technically savvy people who really understand the inner workings of how this stuff is made and don’t have simplistic answers of like, oh, we’ll just take all the China-made technology out of it. You’re, like, well, there’s—like, it’s kind of deep in the system. You know, so having technologists in the conversation at all points is important. CASA: Thank you. I think we have time for one more question. We’ll take that from Louis Esparza, assistant professor at California State University in Los Angeles. Q: Hi. Thank you for your very interesting talk. So I’m coming at this from the social movements literature and I’m coming into this conversation because I’m interested in the censorship and influence of big tech that you seem to be, you know, more literate in. So my question is do you think that this—the recent trends with big tech and collaboration with federal agencies is a rupture with the origin story of the 1960s that you talked about in your talk or do you think it’s a continuity of it? O’MARA: Yeah. That’s a great way to put it. The answer is, is it both? Well, it’s something of a rupture. I mean, look, this—you know, you have this—you have an industry that grows up as intensely—you know, that those that are writing and reading the Whole Earth Catalog in 1968 the military industrial complex is all around them. It is paying for their education sort of effectively or paying for the facilities where they’re going to college at Berkeley or Stanford or name your research university—University of Washington. It is the available jobs to them. It is paying for the computers that they learn to code on and that they’re doing their work on. It is everywhere and it is—and when you are kind of rebelling against that establishment, when you see that establishment is waging war in Vietnam as being a power—not a power for good but a power for evil or for a malevolent—a government you don’t trust whose power, whose motivations you don’t trust, then you—you know, you want to really push back against that and that is very much what the personal computer movement that then becomes an industry is. That’s why all those people who were sitting around in the 1970s in Xerox Palo Alto Research Center—Xerox Park—just spitballing ideas, they just did not want to have anything to do with military technology. So that’s still there, and then that—and that ethos also suffused other actors in, you know, American government and culture in the 1980s forward, the sort of anti-government sentiment, and the concerns about concentrated power continue to animate all of this. And the great irony is that has enabled the growth of these private companies to the power of states. (Laughs.) So it’s kind of both of those things are happening and I think, in some ways, wanting to completely revolutionize the whole system was something that was not quite possible to do, although many—it is extraordinary how much it has done. CASA: Margaret, thank you very much for this fascinating discussion and to all of you for your questions and comments. I hope you will follow Margaret on Twitter at @margaretomara. Our next Academic Webinar will take place on Wednesday, March 1, at 1:00 p.m. Eastern Time. Chris Li, director of research of the Asia Pacific Initiative and fellow at the Belfer Center for Science and International Affairs at Harvard University, will lead a conversation on U.S. strategy in East Asia. In the meantime, I encourage you to learn about CFR’s paid internships for students and fellowships for professors at CFR.org/Careers. Follow at @CFR_Academic on Twitter and visit CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for research and analysis on global issues. Thank you again for joining us today. We look forward to you tuning in for our webinar on March 1. Bye. (END)  
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    Ashley Holben, interim manager and project specialist with the National Clearinghouse on Disability and Exchange and executive specialist to the chief executive officer at Mobility International USA, leads the conversation on disability inclusion on campus and in international affairs. FASKIANOS: Welcome to CFR’s Higher Education Webinar Series. I’m Irina Faskianos, vice president of the National Program and Outreach here at CFR. Today’s discussion is on the record, and the video and transcript will be available on our website, CFR.org/Academic if you’d like to share it with your colleagues. You can enable the closed captioning by clicking on the icon on your laptop or on your iPad in the “More” button. If you click on that you can show captions. So I encourage you to do that. As always, CFR takes no institutional positions on matters of policy. We’re delighted to have Ashley Holben with us today to discuss disability inclusion on campus and in international affairs. Ms. Holben is interim manager and project specialist with the National Clearinghouse on Disability and Exchange, and executive specialist to the CEO at Mobility International USA. In these roles, she develops initiatives and resources to increase participation and inclusion of students with disabilities in international exchange. So, Ashley, thanks very much for being with us. Let’s just get right to it. If you could discuss and share with us the importance of disability inclusion in higher education institutions and international affairs, and share what you have found to be some of the best practices to do so on college campuses. HOLBEN: Certainly. Well, thank you so much, Irina, and thanks so much to the entire CFR team for putting this topic on the agenda of this webinar series. It’s such a fantastic opportunity to discuss an often misunderstood topic but a very prominent community, which is people with disabilities in higher education. And so really appreciate all of those who are joining today to tune in, and welcome. And, you know, the CFR team shared with me the roster of folks who were planning to attend and one thing that really stood out to me is kind of the really wide breadth of expertise and departments represented and positions represented. So it’s really encouraging to see so many different types of leadership wanting to discuss this further and wanting to share practices. So I’m looking forward to doing that today and I really hope to hear from some of those who are tuning in with your expertise and observations and activities as well, and I am delighted to share some—just observations of my own in this role at the National Clearinghouse on Disability and Exchange (NCDE). As Irina said, this is a project that’s housed at Mobility International USA since 1995. But we’re sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs, really, in order to promote the participation of people with disabilities in international exchange between the U.S. and other countries, and that is to say kind of to the end we provide tips and strategies for people with disabilities and international program staff on how to prepare for an inclusive international exchange. So, before I kind of dive in, I just wanted to define these terms a little bit because it’s not always clear what we mean by international exchange. But, basically, we’re talking about everything from study abroad, teach abroad, volunteering, research, professional visitor exchanges. Also, cultural like arts, sports programs. So try to picture a U.S. college student going abroad for a semester or an international student coming to the U.S., a Peace Corps volunteer, Fulbright scholars, and so on. And we’re—the genesis of this project is really because people with disabilities are taking advantage of these same opportunities as nondisabled people in order to advance their educational/career goals, their personal goals. And that kind of brings me to kind of another definition—a loose definition—that people often wonder, well, what do you mean by people with disabilities, and by that that includes people with physical or mobility disabilities, sensory disabilities, chronic health conditions, intellectual or developmental disabilities. That includes mental health disabilities, neurodiversity learning disabilities. And then keep in mind that disabilities can be apparent or nonapparent. And then also somebody’s disability might be apparent certain times and not others—for example, if they use assistive devices on some days but don’t need them on other days. So one topic that I really—is close to our hearts in our world is this theme of disability as diversity, and I saw on the roster—I was really excited to see that there were some folks who registered who are, for example, the director of diversity and inclusion, DEI specialists, and so on, and it’s so encouraging to see that higher education is really embracing this diversity, equity, and inclusion, implementing DEI strategies kind of throughout all areas of higher ed. And so, with this in mind it’s really vital to recognize that disability is part of diversity and not separate from it. Too often folks want to separate the two. Or, disability is an aspect of diversity that can get overlooked in diversity initiatives, we find, too often. So that inclusion of people with disabilities is really fundamental to be able to—and acting on that commitment to diversity at the institutional level. And then, for many, disability is an important facet of their identity, connecting someone to a larger disability community—for instance, disability pride, disability culture, history, and more. So it’s really important to keep that in mind in any discussion related to DEI. And just as important, many people with disabilities have identities in addition to their disability identity. So, for example, a person with a disability can also be a person of color, a first-generation college student, LGBTQ, an immigrant. And so one thing that we find often when we’re talking to people with disabilities about their experience is, there was so much focus on my disability that we completely forgot—(laughs)—to talk about these other aspects of myself that are important to me. So I think that’s definitely a good lesson. If anyone out there is more interested in this topic of disability intersectionality, I want to just kind of do a little plug for a publication that I’m really excited about that we put forth last year on Intersections Abroad, which I’m holding up to the screen. I think it might be blurred out, unfortunately, but—(laughs)—oh, here we go. FASKIANOS: It’s a little blurry but we’ll— HOLBEN: It’s a little blurry. FASKIANOS: (Inaudible)—anyway. HOLBEN: But it’s Intersections Abroad: “Travelers with disabilities explore identity and diversity through a lens of international exchange.” So it’s a series of travelers’ stories, interviews with people with different types of disabilities including people who are blind or have chronic health conditions or who are on the autism spectrum but who also want to describe what their study abroad experiences in different countries was like as a person of color or as someone with a religious identity or someone who brings all these unique experiences to their international exchange experience itself. For those of you who—I know we have a lot of different folks joining the call. On the higher education campus, people with disabilities not only includes students but also faculty, staff, administrators, campus leaders, visitors, and institutions often have dedicated staff or offices to support individual level disability accommodations and also to promote disability access more broadly across campus. So I noticed some folks who registered for this event come from, for example, Office of Student Accessibility, Office of Disability Services, Office of Student Support and Success. We had—I saw an access and accommodations coordinator, an ADA compliance coordinator. So these are all some examples of the types of folks who are working to help promote access at the—in higher education. You can also find counseling centers, tutoring centers. There are a growing number of campuses that are providing services tailored for students on the autism spectrum and also those that are tailored for students with intellectual disabilities, which is really interesting. And if you want to learn more about that I encourage you to check out the organization Think College. But in addition to campus accessibility and disability support services you’re going to find other entities that help promote disability community, disability history, disability rights, representation and visibility. For example, student groups led by and for students with disabilities. I saw one of the registrants—there were a couple of registrants on this event who are representing the Harvard Law School Project on Disability to, as they describe, use their learning in comparative and international law to advance understanding regarding disability law, policy, and education around the world. So it’s really exciting to see just kind of all the different ways in which higher education can support and promote disability access and inclusion in different ways in representation. Another topic that we are really passionate about at the NCDE is disability-inclusive campus internationalization, especially when it comes to the international exchange aspect of internationalization. So take education abroad, for instance. For the most part, I think a huge bulk of our resources relate to students—college students with disabilities who study abroad. That’s a big chunk of our resources, and we get a lot of questions about that from international exchange administrators and international study abroad advisors and coordinators about how can we provide some support to these students who want to study abroad who might have some specific disability-related accommodations they might need abroad, or everything from how can we attract students with disabilities to participate in our programs, and so on. So you’re going to find a lot of those types of resources in our library. But, education abroad that can also encompass faculty with disabilities leading trips abroad, and it’s really exciting to be able to connect with some faculty with disabilities who can share some of their stories with us about arranging these types of exchange programs. And the programs that they’re leading may or may not have a disability theme, depending on what their scholarly background is. However, I’ve observed that some education abroad curricula does include disability-related themes. So one example is at California State University in Northridge. One of their faculty led an exchange program called “Black Deaf Activism: Culture and Education in South Africa,” bringing together a lot of students from their campus who identify either as deaf, as Black, or both, and more. So that was really exciting to follow their journey through South Africa, again, with those different lenses. And then, of course, people with disabilities working in the international exchange field—in the international education field as advisors, administrators, and more, and that’s always something that we get really excited about at the Clearinghouse. We kind of proselytize a little bit to people with disabilities about, oh, have you thought about entering a career in international education so that we can see more disability representation and leadership within that field. A lot of students with disabilities are—and without disabilities are kind of blown away in a good way to see some of that disability representation in the kind of leadership level of that field and so that’s something that we try to encourage in some different ways that I’ll get to a little later. And then on the flip side of education abroad we also want to see disability-inclusive campus internationalization in the form of international student recruitment, so welcoming international students and scholars with disabilities to U.S. higher education, and that comprises another large segment of the resources housed at NCDE. So for those of you who advise international students and scholars on your campus or who are connected to the recruiting side to bring students with disabilities to the U.S., or bring international students to us, ESL offices and instructors. We want to work with them to make sure that they’re aware of the international students with disabilities. These are fantastic opportunities for them, too, and but they also might have some different cultural expectations related to disability. They might be used to a different type of system of accessibility and accommodations or a lack thereof. And, most recently we’ve talked to a lot of international students who are expressing an interest in connecting with other students with disabilities during their stay in the U.S., whether it’s other American students or other international students with disabilities. And so one thing that we’re excited to do in the near future is think of some ways that maybe we can help facilitate these types of connections on kind of a peer-mentor type model. Another focus of campus internationalization can be offering coursework on international disability rights. One prominent example in my mind is the University of Oregon’s “Global Perspectives on Disability” course because it’s co-taught by MIUSA’s own CEO, Susan Sygall, who is a woman with a disability, and what’s interesting is that that course is cross listed on campus with international studies, special education, and disability studies. So, you know, disability is such a cross-cutting issue. There’s really no topic or department or educational focus that doesn’t—that can’t touch upon disability, inclusion, and access. And so the “Global Perspectives on Disability” course at the U of O is one that’s been running for several years and it’s fantastic. We’re able to bring some guest presenters who are often disabled women leaders from countries around the world to share about their experiences in disability rights, disability policy, movement building, and so on. And then, one last example I’ll share, but not to say the last one, is access to foreign language learning and ESL and really ensuring that, you know, those are so vital to promoting campus internationalization and often they’re linked to these international exchange experiences, education abroad, and so on. But, sometimes we hear from people with disabilities that they were discouraged from taking a foreign language class because of assumptions about what they’re able to do. So, for example, like a person who is deaf, there might be some assumptions that they can’t participate in a foreign language class. And so, we would really promote any person with a disability to see if learning a foreign language is something that would help further their goals, personal, career wise, or otherwise. And so, I do want to hear your—all of your questions and your—not just questions but also just sharing from your experiences. But before we do that, I do want to just say a little bit about NCDE resources so that you’re aware of what we have in our library. That is to say they all touch on this crossover of disability inclusion in international exchange and include everything from tips for recruiting people with disabilities in international exchange programs, disability-specific tips for international travel. So, if your wheelchair gets broken when you’re abroad, what might you do? Or, what are some different types of accommodations that a blind student might use or someone with dyslexia might use? Best practices from various U.S. higher education institutions. And I think that’s going to really appeal to the folks who are on this webinar today. We have—just like we’ve been able to interview international exchange alumni, students who’ve come back from their experiences abroad, and others, we’ve also really relied on higher ed professionals to share their best practices with us because, really, our resource is a compendium of expertise from the field. And so I would really encourage anyone here who maybe they have a best practice to share from their own campus that they’re working on and we would love to be able to add that as a resource to be able to share with our broader community. So if that’s of interest please get in touch. We also offer sample disability accommodation forms and questionnaires, which is really handy for those out there who are wanting to start a conversation around disability access but maybe don’t know the—don’t have the vocabulary or don’t have the language. These are kind of helpful guides that can help you take those next steps. And then, finally, one thing that I am really excited to share because this is a new—relatively new initiative on our part is we’ve started hosting an access to exchange externship for—and this is a resource you can share with your students—this is for students with disabilities, recent graduates and others, who want to use their experiences to further the mission to promote disability inclusion in international exchange. So they’re tasked with coming up with some kind of either a webinar or event or a country guide, some kind of resource that can help further this mission. And so some of them have created resources for peers like prospective study abroad students with disabilities or for the folks who are working in the international education field so that they can be more cognizant of—you know, from a disabled person’s point of view what are the supports needed or what can they be doing. And then our seminar—access to exchange seminar is for people with disabilities who have not had any international exchange experiences and, you know, or maybe it’s a little intimidating to take that first step, and so our seminar is really just trying to break it down and make it feel a little bit more comfortable to ask questions and help try to just instill some confidence in future international exchange participants with disabilities. So, well, let me stop there for the time being and let me put it to all of you. What I’d like to know is, given, again, just this very—all of the different types of departments and expertise that you’re all bringing with you today what are some of your own experiences, observations, activities, around disability inclusion on your campus and in international affairs. So I’d really like to hear from you all and I wonder if anyone would like to start. FASKIANOS: Great. Great. Thank you, Ashley. This is terrific and, yes, we want to go to everybody on the call. You can click the raised hand icon on your screen to ask a question, and on an iPad or tablet click the more button to access the raised hand feature, and when I call on you, you can accept the unmute prompt. Please state your name and affiliation followed by your question. You can also write your question in the Q&A box. If you do that, please say who you are. And we do have our first written question from Pearl Robinson, who is an associate professor at Tufts University: Does the Peace Corps offer opportunities for people with disabilities? HOLBEN: Thank you for that question. Oh, I’m so glad you asked. Absolutely. The Peace Corps encourages people with disabilities to participate in—as volunteers and, indeed, we have seen so many returned Peace Corps volunteers with disabilities come back and share their experiences. I think I referred earlier to a person who was discouraged from learning a language because she’s deaf, and she often shares, she really pushed back against that, insisted she wants to learn French and one of the happy results of her advocating for herself to be able to pursue French despite being discouraged from doing so is it enabled her to be able to serve in the Peace Corps in Francophone Cameroon, which was a life-changing event for her. And, actually, I know that there is an upcoming webinar that’s going to be hosted by a Peace Corps staff on volunteers with disabilities that will feature a number of returned Peace Corps volunteers. And so if that—I think that is coming up pretty soon. So I’ll share that information with Pearl individually or unless other people are interested I can share with you, Irina. But also the Peace Corps also has opportunities for shorter-term programs for folks with unique expertise and who have a specific area of specialized focus. And so we recently interviewed someone who took part in that program—it’s called Peace Corps Response—which worked out really well for her because she has some chronic health conditions and mobility disabilities that made that format work quite well for her. But, yes, we have lots of returned Peace Corps stories on our website about people with different types of disabilities who served and it’s really fun to read their stories and just really eye-opening as well. FASKIANOS: Great. So we have another question from Deena Mansour with the Mansfield Center: We’ve appreciated using some of your resources on our State Department exchanges. Could you speak to some of the most important ways you prepared others in a cohort, a predeparture orientation to support a colleague with disabilities, given that many countries have less—far less exposure and support than we have had in the U.S.? HOLBEN: Mmm hmm. Yeah. I would say—and that’s fantastic that you’re working with—being able to implement State Department exchanges as well. We’re really excited by any time we can provide resources related to, for instance, the Global UGRAD program or the Mandela Fellowship or Fulbright, whatever it might be. And then, as for predeparture orientations, this has been a topic that we’ve explored both in terms of international students coming to the U.S., which we just kind of put—created some new resources for that. But it sounds like what you’re asking is for folks going abroad—maybe coming from the U.S. and going abroad. I think it’s just really important that people with disabilities who are preparing to go abroad are—have a chance to research a bit about the country’s disability rights—not only disability rights laws but disability culture and context. We really encourage folks to try to do outreach to a disability-led organization, if possible, and some people who’ve been able to do that it’s led to a really fruitful relationship and really enhanced their experience to be able to meet with local people with disabilities who can share kind of the real experience on the ground, what it might be like. I think a lot of people are also—maybe aren’t prepared for just the feeling of kind of being—standing out and others are unprepared for—well, just to use an example from our Intersections Abroad publication that I shared earlier, one student who studied abroad who is blind, she really thought that people would only be interested in her blindness and only have questions about her blindness, and she was really surprised that when she arrived people had wanted to know about other things about her, too. And so I think just allowing some room for all aspects of yourself there can be really beneficial. It’s something that sounds simple but people might forget. And so kind of evaluating different identities that you have, what you want to get out of the experience. But it sounds like what you’re asking about is kind of more just on-the-ground—those logistics, those environmental barriers. And you can’t foresee all of them, but I think just one thing that’s really helpful is just getting an idea of, how do people in that destination approach disability access because, if you call a hotel or something like that and you say is this going to be disability accessible, I really encourage just trying to get a little bit more specific, because they might say yes because their idea of disability access is having some burly people lift you up over some stairs, whereas that might not be at all your idea of accessibility. And so some of these things you’re not going to know until you arrive. But if you can connect with another—a person with a similar disability who has traveled abroad or someone who has gone to the place where you’re going that can really be helpful, or talking to locals with disabilities. And then our resource library, that’s one of the things that, I think—I really hope is helpful to folks planning their trips abroad is to be able to read about the experiences of other travelers and kind of the types of things unexpected that they encountered during their travels that might help other folks just get into that mindset of what might be on the horizon. FASKIANOS: There’s a question from Kwaku Obosu-Mensah at Lorain County Community College: Do students with disabilities need special insurance to travel abroad in an exchange program? HOLBEN: That’s a great—thanks for that question. Not always. Some students who have maybe chronic health conditions have been able—sometimes their study abroad program, for instance, has been able to negotiate, like, a group rate of health insurance for—for example, if it’s a group of students who are going abroad, in case there’s some additional coverage needed related to preexisting conditions or disabilities. However, we’re also seeing a best practice in the form of international exchange departments and offices budgeting for some funds to be able to provide for students with disabilities in those instances where something’s not going to be covered by. It’s kind of an extenuating circumstance, whether it’s related to getting access to health care, kind of an emergency fund, or being able to help pay for some private transportation when the local public transportation is not accessible, to use a couple of examples. So I think you’re going to have to—it’s really important to check with the insurance company and find out what their policies are around that but also to consider negotiating what they’re able to cover to be as inclusive as possible. And that’s not always going to be able to happen in that way, in which case those contingency funds are going to help supplement whatever the insurance is not able to. FASKIANOS: Great. And people can also raise their hand and ask their questions and share best practices. But I will have another question—written question—from Kimberly Pace, University of Alaska Anchorage, which goes along with Kwaku’s question, which was—you just answered about health care for students—faculty with disabilities when engaged in study abroad programs. So it’d be great if you could elaborate on that. HOLBEN: So, with health care, I guess just some additional considerations related to health includes mental health. Some folks with chronic health conditions might need to just get some—do some extra preparation—not only chronic health conditions but other types of disabilities. People with disabilities planning to go abroad will sometimes need to just take some extra steps for preparation, for example, those who are taking medications in the U.S. Certain types of ADHD medications in the U.S. are not legal in certain countries where people study abroad, and so trying to get information about what types of health care you’re able to receive abroad, what types of prescriptions you’re able to bring into the country abroad, working with your health care professionals about whether or not to adjust any medications prior to travel, and then where are you going to be able to access medical supplies in case yours get depleted or are lost or stolen or break—you know, where to go if your mobility equipment breaks. And we do have some tip sheets kind of on these different types of disability topics related to, what happens if you get into this dilemma, how can you try to, for example, keep your mobility equipment or your medications—how do you travel with those things in such a way that kind of helps mitigate some of the risks of having things break or confiscated or flagged or whatever it might be. So it’s not, like, a simple answer but it’s absolutely really important predeparture. Part of the —it’s part of the research. It’s part of the process for going abroad and, unfortunately, it typically means building in some extra time for planning to go abroad. So we always encourage students with disabilities, even if you think you might possibly go abroad at some point in your college career it’s not too early to start planning for it now and start looking into some of these questions, and some of the guides that we have on our website are helpful just for thinking through what those questions might be because, as they say, you don’t know what you don’t know. And people will often think, well, I’ve got that taken care of, no problem. But they’re only considering it from a home environment perspective and not really thinking about how, well, is the host city infrastructure going to be able to support this accessibility software that I use or whatever it might be. So not just in terms of health care but other types of accommodations as well. FASKIANOS: Thank you. Can you elaborate on the difference between access and inclusion? I think it would be helpful to give those. HOLBEN: Well, I don’t think there needs to be a broad difference. But one thing that I would want to emphasize is, there’s—on one hand, we’re talking about disability inclusion and how can we make sure that—they’re really—they go hand in hand. Inclusion is how can people with disabilities access these—all of the same programs, all of the same services—really, just kind of everything that nondisabled people can access and—but I think inclusion is not quite the full picture. It’s not really enough. And so what we would say is how can we go beyond inclusion—the inclusion piece—which is just making sure can you participate to sometimes you have to kind of take the first step to get people with disabilities to see these things as belonging to them or see these—sometimes people will self-select out of things because they’ve grown up with these messages that this isn’t for them, or they have to wait until it’s a special disability-focused program or activity for them to participate. And so one message that we tell people with disabilities is to kind of think of it as an infiltration where you’re, like, find these nondisability-focused activities and if you want to be part of it then be part of it. But on the flip side, we’re also thinking a lot about reverse infiltration, which is the folks that are managing different projects and opportunities and activities sometimes you might have to go out of your way a little bit to invite in people from the disability community, meet them where they are, really make sure that they are expected, anticipated. So it’s not really just enough to say, well, we wouldn’t turn a person with a disability away so that makes us inclusive but, really, how can you be more proactive and intentional in your strategy to make sure that disability is represented. So I think that that would be one distinction. And then, furthermore, beyond just disability inclusion—are they participating—then I think another important step to look at is disability leadership, and so that’s kind of where—why I say we get really excited when people with disabilities are entering leadership positions in higher education, whether that’s working in the study abroad office or as faculty leaders and others who are taking part in these decision-making roles and, how can we create kind of a pipeline for people with disabilities to become leaders in these different areas and be that kind of next generation of leadership. So I would keep that at the forefront as well. FASKIANOS: Great. HOLBEN: And, you know— FASKIANOS: Uh-huh. HOLBEN: Oh, go ahead. FASKIANOS: Oh, I was just going to call on Kimberly Pace. She raised her hand. HOLBEN: Oh, perfect. Yes. Looking forward to hear Kimberly. FASKIANOS: From the University of Alaska Anchorage. Q: That’s brilliant. Oh, I’m just so appreciative of this forum, and thank you both so much. As a person with a physical disability it never occurred to me as a college student to ever go—even ask the question about study abroad and I—certainly, you’re blowing my mind that there are resources to allow students to do this. I teach international relations and comparative politics, and I am just beyond giddy that there—(laughter)—are options for students because that’s something that, personally, I, you know, never got to experience and never, certainly, was encouraged to do that. So I’m very excited. I just want to say thank you very much for the information. So thank you. HOLBEN: We’re right there with you, Kimberly, as far as the giddy factor. And, you know, thank you so much for sharing that experience because, actually, that is—I think that inclusive, that welcoming, encouraging messaging is so important and we kind of go into detail about that on one of our tip sheets about inclusive recruitment. But even just something as simple as a message on an opportunity that says people with disabilities encouraged to apply, you never know who that’s going to make all the difference in the world to and one prime example is our organization, Mobility International USA, might not exist if our CEO, who is a wheelchair rider, hadn’t done her Rotary exchange program in Australia, which kind of spawned this idea of what Mobility International USA should be, and what led her to participate in that Rotary exchange program was seeing just a simple ad in the newspaper that said people with disabilities encouraged to apply. And who was responsible for putting in that little line? We’re not sure. But it kind of led to this chain of events that kind of brought us to where we are here. And, you know, there are so many folks in the field in higher education who are—they don’t have all the answers and they don’t have a lot of—they might not have personal experience with disability. But I think if they can help be a champion, an ally, and be kind of someone who says, well, let’s figure this out, or let’s see what’s possible and not shut it down, I think that that’s often what has led to all of these amazing outcomes and impact stories from the folks who have shared their experiences with us on our website and then who knows how many more are out there. So, sounds simple, but it can have an important impact. FASKIANOS: So we have a written question from Mark Scheinbaum, who’s at the Florida International University: What updates or guidance do you have for students with de jure and/or de facto comfort pets that are needed for completion of usual and customary academic tasks? HOLBEN: If you can leave the questions up a little longer. Then I can— FASKIANOS: Oh, sure. Sure. Sorry. HOLBEN: That’s OK. FASKIANOS: I’ll put it back. HOLBEN: Well, I would just, first of all, make sure that you’re familiarizing yourself with the distinction between—you kind of use two different terms here. So there are comfort animals or emotional support animals, and then there are service animals, which are trained to do a specific service. Comfort animals and emotional support animals aren’t necessarily trained to perform a specific service related to a disability-related accommodation whereas a service animal is. So maybe that service is helping to detect the onset of an epileptic seizure, or the service is being able to help the person open doors or pick up items from the floor, or, of course, sight dogs for folks who are blind or visually impaired, for mobility. And so, anyway, that’s going to be a really key distinction for whether or not it’s going to be appropriate to have a service animal or an emotional support animal in a higher education setting, and especially that becomes more complicated when you’re talking about going abroad to another country where you’re also considering factors—not just the laws but also the cultural factors whether dogs are welcome in every restaurant or if it’s an animal that’s very taboo and you don’t keep them as pets, let alone travel around with them. And so all of those questions are going to come into play. We do have some tip sheets on our website that go into more detail around some preparation for bringing animals abroad, what you should know related to quarantine, vaccinations, and things like that. So search for animals on the MIUSA website to access some of those tips. FASKIANOS: Great, and we’ll send out links to that section, Ashley, after this so people can access it easier. HOLBEN: Oh, great. Yeah. FASKIANOS: So another written question from Erin Reed, and I will leave it up so you can see it— HOLBEN: Oh, thanks. FASKIANOS:—who’s the student services and admissions advisor/DSO at California State University San Marcos: What are your suggestions for a university study abroad program that is not made aware of a student’s disability prior to the student’s arrival? HOLBEN: I think my number-one suggestion would be rather than waiting for one student to participate start thinking about it now what are some ways we can build in some inclusive practices into our programming. So one thing that some programs might do is, well, maybe people aren’t disclosing their disability because we’re not giving them the opportunity to do so. So including questions in some of those post-acceptance forums that ask how can we make this program—how can we help set you up for success in this program. Might also ask specifically, including related to disability accommodations so that folks know that—I think it’s really important for prospective students or otherwise to just know that they’re being anticipated, that someone is thinking, yes, like, we’re totally expecting that at some point some students with disabilities will participate in this program. And I think that that can be—really signal to students, OK, this—we’re coming from a place that or we’re going to be interacting with folks who are anticipating me and, even if they don’t know all the answers to my questions they’re not going to shut me down. So I think that some of those types of—whether it’s just amending some of your forms or putting information on your program website, having inclusive images such as if there are images of people with apparent disabilities participating in the program, seeing themselves reflected in those images can be just as important as an inclusive written message. Let me go back to that question. Sorry. It went away again. (Laughs.) FASKIANOS: If you click on the answered question. HOLBEN: I got it. Yeah. FASKIANOS: OK. And then I have two more written questions. Everybody’s sending in their questions at the end here. (Laughs.) HOLBEN: But just also, going back to Erin Reed’s question, if the program—it sounds like, we didn’t know that there was a student with a disability planning to arrive. Now we—we have this—these things that we need to figure out in the meantime. One more thing I’ll just say about how to maybe avoid that situation is working with—oh, this is so important—collaborating with the disability services office and other similar services on the campus to be able to arrange some kind of system. So a lot of institutions—for example, their study abroad offices will share a list of all of the students who are enrolled in study abroad for that upcoming semester and they’ll share it with the disability services office so that they can kind of go through and say, oh, well, we recognize—and this is all just privately on the disability services side to protect the students’ privacy—but they will kind of flag, oh, this is a student that we work with. And so what they might then do is connect with that student directly and say, hey, we learned that you’re going abroad—do you want to talk about some of the questions you might have or is there anything that we can do to support you and can we—are you comfortable with inviting those—the international advisors into this conversation so that we can just kind of put everything out in the open and we can figure out all the best ways to support the—that student. So, I would say, that’s so important that we used to at NCDE pay people to take each other to lunch from the study abroad office and the disability services office because too often we heard, oh, yeah, they’re just right across the—you know, their office is literally right over there. I can see them from our office. But we’ve never talked to them or—and we don’t really know what they do. So I think just to have it breaking some of that ice early on and not waiting for the time when there’s a student with a disability there but just kind of building that into your process, and that can also be helpful for collecting data as well. The Institute for International Education has an annual Open Door survey that provides data and statistics around who is participating in an international exchange and they’ve started including a question—some questions related to disability so that, hopefully, over time we can kind of see is disability—are people with disabilities being represented in international exchange in greater numbers, what types of disabilities do they have, and so on. So working with the disability support office is one great way to also collect that type of information too, which is going to really help the field and, hopefully, help more people with disabilities to be able to participate in international exchange. FASKIANOS: So we have a question from Andrew Moran from London Metropolitan University: In the U.K. inclusion is not just about access or being in a classroom. It is also about inclusive assessment methods. I wonder if you have any resources—if you know of any resources that suggest assessment methods that would allow neurodiverse or physically disabled students to fully engage and not be excluded. They’ve done away with exams because you can’t rely on an elevator to work to get to an exam room, let alone the barriers in the exam might pose for neurodiverse students. And he’s leading a working group on allowing students to choose, create their own assessment method to enable greater diversity and meet students’ needs but always looking for new ideas. HOLBEN: Oh, that’s really interesting. Thanks so much for sharing that, Andrew, and for sharing the example at your own institution as well. And I would love to hear other folks respond to this, too. As far as—one, again, I would really encourage you to check out Think College as a prospective resource for—especially just because you mention neurodiverse students. So Think College operates at different campuses right now—for now, I think, only in the U.S. Perhaps their network is growing beyond that as well. But it’s kind of this network of professionals who work with—to try to get students not only with intellectual disabilities but also those who are neurodiverse, including those who are on the autism spectrum. And so they are really a fantastic source of expertise for everything from inclusive education or specialized support and accommodations and pedagogy. So I think that they would be probably the ones to connect with about this question in particular. But if other folks have other ideas in response to Andrew, I’m sure we’d all appreciate it. And maybe while we’re thinking of that, we’ll check out this next one. FASKIANOS: Right. McKennah Andrews with the Mansfield Center: We have a blind participant on an upcoming international program taking place here in the U.S., and MIUSA’s resources have been so valuable. Can we touch on the topic of personal assistants? What advice or testimonies might you have regarding engaging with personal assistants during a program? HOLBEN: Yes, absolutely. So personal assistants can look like a couple—many different things, actually. You might even—since you mentioned having a blind participant, this might not be what you meant but some—for some folks who are blind they may have had some sighted guides during their exchange programs abroad. So that’s another example where a student who—or a person who is used to one type of access accommodation or assistive devices or technology in their home environment might have to look into some different ones for their host environment. So we’ve known some people who are really—have great cane skills for orientation and mobility and strong independent mobility skills in their home environment but have felt more comfortable having the program help arrange a sighted guide for them when they’re going to, perhaps, countries where—or environments that are a little more chaotic or where, for whatever reason, their usual skills might not work out. Or, again, if that person uses a service dog in—or service animal in their home environment and that wouldn’t really be feasible in the home environment then having that kind of human guide or a personal assistant might be one method that they look into. Personal assistants might also provide everyday living services—you know, feeding or using the bathroom or just getting ready throughout the day, assisting with lifting and transferring, and that’s going to—might—again, as somebody who—we’ve seen some instances where people in the U.S. who don’t use personal assistant services might opt for that when they’re going to a place where, you know, they might need to be lifted more often because the infrastructure is not as—going to be as smooth or not as accessible. And so we’ve seen different situations where sometimes they are—the personal assistant in question is someone they’ve worked with a long time in the U.S. Sometimes it might be a peer who attends their school. Sometimes it’s a parent who travels. I’ve definitely seen all kind of different types of—oh, and also a local person that’s hired in the country to provide personal assistant care. So it’s really interesting just to kind of be aware of all of the different ways that that might look and check out—again, we have a specific tip sheet about that—actually, a series related to personal assistant services. So, yes, we can talk about personal assistant services and we have kind of a suite of resources related to that so there’s a lot that can be said. So thanks for bringing that up. FASKIANOS: Terrific. We are almost out of time, and I did see that there was a raised hand from Justice Chuckwu— HOLBEN: Fantastic. Let’s hear from Justice. FASKIANOS: —disability rights, Oregon. He lowered his hand but—oh, there we go. And if you can ask it quickly and unmute yourself that would be great. HOLBEN: I think we’ve met before, Justice. Hello. HOLBEN: Oh, hi. There’s Justice. Q: Hello. HOLBEN: Hello. Q: Yeah, I think we met a couple times. Yeah. So my name is Justice and, yeah, I’m so much appreciative of this program. And I always have a simple question and the question is how do we—how do we unify orientation for international students with disabilities, given the fact that they come from different backgrounds and most times there are just maybe one or two or three in one university or one college and may not be able to really understand the environment early enough. Maybe by the time they would get to understand the environment they might be getting to the mid-semester. So my question is, is there a way to kind of unify the orientation, especially since we now have online—things could be done online to unify the orientation to make sure that students—international students with disabilities are not left behind. HOLBEN: Mmm hmm. Yes. Thank you, Justice. And, actually, it was your bringing that to light that kind of got—we started incorporating that question into some of our resources and, in fact, you helped contribute to one of our webinars on this very topic of support for international students with disabilities coming to different campuses in which you kind of described that feeling of how do I connect with other people with disabilities, especially other international students with disabilities, who might be able to share in some of these experiences so I don’t feel so alone in this. And I really—that really sparked a lot of ideas but one of which is, might there be some kind of opportunity for a student group of international students with disabilities but bringing together students from different campuses to be able to share their experiences. And so that’s something that we at the NCDE are exploring more. But as for existing resources, in addition to the webinar that Justice contributed to we also added some others related to just sharing some best practices from our—MIUSA leads an orientation for high school exchange students with disabilities who are arriving to the U.S. for a State Department-funded scholarship program and we—as part of this orientation we incorporate information about your rights as a person with disabilities while you’re in the U.S. and how to advocate for yourself if there’s something that you need but aren’t getting, how to fully participate in all of the opportunities while you’re there. So I think that those are the—some of the same messages that could be really beneficial to folks entering U.S. higher education from different parts of the world and just learning about U.S. disability culture and those steps for taking advantage of all of the resources available to you. So, yeah, you’re absolutely right, Justice. There’s more work to be done, and I think folks like you who are voicing kind of those needs—those firsthand gaps that you’ve identified is kind of one of the first steps in helping to build out some of these resources. FASKIANOS: Fantastic. Well, we are out of time. In fact, we’re a little over. HOLBEN: Oh. (Laughs.) FASKIANOS: So, Ashley Holben, thank you so much for doing this. We really appreciate it, and to all of you for your questions and comments. Again, we will be sending out a link to this webinar transcript as well as to the resources that Ashley mentioned. So stay tuned for that. Our next Higher Education Webinar will be on Wednesday, February 22, at 2:00 p.m. Eastern Time with Jeremi Suri, who will lead a conversation on teaching the history of American democracy. And just please do follow us at @CFR_Academic and visit CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for research and analysis on global issues. Ashley, again, thank you very much for doing this. We appreciate it. HOLBEN: Thank you. Thank you for—to everyone who attended for your time and thanks to CFR for getting this on the agenda. I really appreciate it also. FASKIANOS: Great. We look forward to everybody continuing to participate in this Higher Education Webinar series. Have a good rest of your day. (END)
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