The Weaponisation of Economics | Figure for the Issue
© Chappatte dans NZZ am Sonntag, Zürich
The Weaponisation of Economics
While the 20th century has been characterised by the generalisation of democratisation processes, the 21st century seems to have started with the reverse trend. An authoritarian-populist nexus is threatening liberal democracy on a global scale, including in its American and European heartlands. Charismatic leaders – thriving on electoral majorities and popular referenda – methodically undermine the rule of law and constitutional safeguards in order to consolidate their own power basis. Coupling inflammatory rhetoric with modern communication technologies, they short-circuit traditional elites and refuse to abide by international norms. Agitating contemporary scourges such as insecurity, loss of identity, mass migration and corrupt elites, they put in place new laws and mechanisms to harness civil society and political opponents. In order to better understand the novelty, permanence and global reach of “illiberal democracy”, this second issue of Global Challenges proposes seven case studies (Russia, Hungary, Turkey, the Middle East, Uganda, Venezuela and the United States) complemented by a series of expert interviews, maps and infographics.
The multipolar world succeeding US hegemony in the early 21st century, the financial crisis of 2007 and the corollary decline of liberalism seem to have ushered in an era of economic nationalism. States are increasingly left to fend for themselves as multilateral mechanisms lose traction and international economic relations gain in toxicity. The sanctions, embargoes and retaliations arising from the war in Ukraine, but also an accelerating struggle for dwindling natural resources, have pushed these logics to new heights. This Dossier assesses ongoing geoeconomic transformations and their potentially devastating consequences.
Neoliberal globalisation has not only transformed the role of the state; it has also shaken up the internal “DNA” of education policies, from schools to universities. New technologies have paved the way for new forms of transmitting knowledge; calls to decolonise curricula are growing louder; in the South, many countries face the challenge of financing public education policies in an era of new public management, while the model and transfer of these policies have become a key problem, compounded by the exclusion of historically marginalised populations and the advance of private and religious players. Against this backdrop of criticism of the public education model, the present Dossier seeks to better apprehend what could be done to restore the purpose and meaning of education and universities.
