ESA, 2023; UNOSAT, 02.10.2014
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.
We currently face a baffling paradox. While since the fall of the Berlin Wall in 1989 a seemingly inexorable process of globalisation has been foreshadowing a peaceful and frontierless world, the number of walls across the world has been rising at a steady pace. Liberal and open societies buttressed by trade, international law and technological progress were supposed to implacably contribute to the erosion of frontiers and walls between nations. However, in a context of surging populist discourses, securitarian anxieties and identitarian politics as well as concomitant flows of migration alimented by climate change, conflict and poverty, nations have recently started to barricade themselves behind new walls.
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.
