As I’ve consistently pointed out, those of us who are concerned–okay, frantic–about the state of democracy in contemporary America need to do more than share our gloom with others on social media. We need advice about specific steps that would help ameliorate the situation.
Recently, I offered two sets of specifics: one, by Jennifer Rubin, enumerated what journalists ought to be doing (although logic tells me that most established media outlets will ignore those recommendations, it’s important that citizens recognize deviations from best practices). The other was my own attempt to suggest steps each of us can take.
Today’s post focuses on advice to educational institutions–especially universities, although it might be possible to adapt the recommended program for high school seniors. I came across it in a column by E.J. Dionne, who tells us about a program at a “small, distinguished college that has provided a model that other universities should study and adapt.”
Since 2008, Occidental College in Los Angeles has offered students a chance to join a “Campaign Semester,” in which they dedicate themselves to a political campaign of their choice in presidential and midterm years. Students spend 10 weeks working their hearts out in the field and then the rest of the semester reflecting on what they learned and engaging in the academic study of elections.
The program is the creation of Peter Dreier, an Occidental professor for more than 30 years who spent much of his pre-academic life in federal, state and local politics. Along with professor Regina Freer, Dreier supervises students’ independent study projects and runs the seminar they join after their return to campus.
Its origin owes a lot to former president Barack Obama, who attended Occidental before transferring to Columbia University. Obama’s 2008 campaign inspired a lot of young people, especially Oxy’s students, many of whom approached Dreier to learn how they might work on the campaign.
Dreier suggested they take a semester off, as he did to work on Robert F. Kennedy’s 1968 presidential effort, but quickly discovered that parents and many students were committed to a four-year college schedule. Campaign Semester was born out of a desire to square this circle.
The program allows students to work for either party, but they have to get involved in a contested race–one where the campaign itself will matter and especially one in which students will have to engage citizens with views very different from their own.
The process, Dreier said, requires learning “the skills that it takes to talk to people that you don’t agree with and persuading them.” Paradoxically, perhaps, partisan campaigns might have a better shot than universities at teaching the need to reach beyond comfort zones.
Dionne quoted one student who participated in the program’s first class and had volunteered for Obama’s 2008 campaign, calling her “a starring example of the program’s impact.” That student is now a state representative in Minnesota. “The nuances of policy can be learned in the classroom,” she said, “but the heart of politics — building a shared vision for improving people’s lives — can only be learned out in the field.”
As someone who spent 20+ years teaching university students about policy, I can echo this sentiment. Even in classrooms with students who have different political opinions, forging “shared visions” rarely occurs. Students can be taught to be civil and courteous about their differences, they can be introduced to the considerable technical concerns that policymakers face (and about which they are too often clueless), but those lessons take place in an environment far removed from the day-to- day realities of a political campaign, where getting your candidate’s message out requires a campaign plan geared to the constituency, the recruitment of volunteers, and funding sufficient to allow communication with voters.
Furthermore, much as it pains me to admit, most elections aren’t won or lost on the basis of policy disputes. (Thanks to the Supreme Court and the Dobbs decision, the upcoming election may well be the exception that proves that rule, but only because of the enormous negative effect of that decision). Some combination of a candidate’s persona–charisma, openness, even looks–will play a significant role. These days, partisan passions and grievances matter even more. Unfortunately, American elections aren’t academic debates in which logic and realistic self-interest compel a voter’s support.
Those realities about the democratic process simply cannot be communicated in a college classroom. Internships with campaigns can help, but relatively few students participate in such internships.
Dionne is right–Occidental’s program should be widely replicated.
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