FSI researchers consider international development from a variety of angles. They analyze ideas such as how public action and good governance are cornerstones of economic prosperity in Mexico and how investments in high school education will improve China’s economy.
They are looking at novel technological interventions to improve rural livelihoods, like the development implications of solar power-generated crop growing in Northern Benin.
FSI academics also assess which political processes yield better access to public services, particularly in developing countries. With a focus on health care, researchers have studied the political incentives to embrace UNICEF’s child survival efforts and how a well-run anti-alcohol policy in Russia affected mortality rates.
FSI’s work on international development also includes training the next generation of leaders through pre- and post-doctoral fellowships as well as the Draper Hills Summer Fellows Program.
REAP Summer "Fresh" Training Course for Migrant School Teachers Opens in Beijing
The Summer "Fresh" 2009 training course for migrant school teachers opened today at Zhongchu Hotel and Training Center, near Bajiao, with a talk by Brian Sharbono from Stanford University, the Managing Director of the Rural Education Action Project (REAP).
Summer "Fresh" is an English training course sponsored by REAP and offered to English teachers from dozens of migrant schools in Beijing. The three week, six days per week, intensive course will provide the migrant teachers a refresher in English grammar, practice in spoken English, and sessions dedicated to the pedagogy of teaching English.
Sharbono spoke on the importance of the education of migrant children in the context of China's education system and it's importance for China's economic development. Linxiu Zhang, Deputy Director of the Centre for Chinese Agricultural Policy at the Chinese Academy of Sciences and Director of REAP-China also discussed the background and motivation for the training.
The 35 teachers invited to the event were randomly selected by REAP from a subgroup of more than 100. Prior to the training REAP gave a standardized English test to the 35 "selected" teachers, the 65 "not selected" teachers and all of their students. REAP will retest all teachers and students at the end of the fall semester to see whether "training the teachers" makes a lasting difference.
Clear from the first day sessions is that the teachers' morale is high. After the opening talks, the migrant teachers, who will be living together during the three weeks, introduced themselves one by one. Nearly all expressed great appreciation for the invitation to attend.
"I have looked for a long time for an opportunity to improve my English teaching, because I want to better help the children in my classes," explained one participant, drawing enthusiastic applause from the audience. "But training is either very expensive or not available. So, I am very happy to be here and very thankful for this opportunity!"
Three trainers will lead the classes. Lisa Yiu, a PhD student from Stanford University School of Education, is an experienced teacher who researches issues of migrant education. Beijing-based, Diana Diao has more than 25 years of experience teaching English to students at all levels and training English teachers. Adam Ma, is a lecturer in the English Department at Capital Normal University, Beijing, and a PhD student in applied linguistics at Beijing Normal University.
Summer “Fresh” 2009 is a collaborative project of Stanford University, the Chinese Academy of Sciences, the Center for Cultural Development of Migrant Children in Beijing and Renmin University. Volunteers from several universities and institutions are assisting.
Entrepreneurship and Innovation in Japan
This conference will present and discuss new papers aimed at understanding the trends and dynamics of business and innovation in Japan through the lens of entrepreneurial companies, and institutions that affect those companies.
The papers, encompassing disciplines including economics, policital science and law, will be presented on four subject areas:
- New company formation
- Industry specific studies
- Innovation strategies
- Innovation and entrepreneurship in politics and law
Bechtel Conference Center
When is an "Oil War" Not about Oil?: The Bakassi Dispute
This paper challenges the conventional wisdom that oil causes international contention by explaining how the high costs of petroleum conquest deter territorial aggression. In oil-rich territories, interstate violence is inspired by other factors. The claim is tested through an examination of Nigeria and Cameroon's dispute over the Bakassi Peninsula, drawing on the author's fieldwork in both countries.
Emily Meierding is a PhD Candidate in the Department of Political Science at the University of Chicago and a predoctoral fellow at CISAC. Her dissertation examines how the presence of petroleum resources affects the initiation and escalation of international territorial disputes. She has conducted dissertation research and language study in Syria, Morocco, Nigeria and Cameroon. Meierding holds a BA in History from the University of California at Santa Cruz and a MA in Political Science from the University of Chicago.
Jessica Gottlieb is a PhD Candidate in the Political Science Department at Stanford University. Her research is on the relationship between democracy and development, particularly in her region of interest, francophone West Africa. She studies the impact of decentralization and local democracy on political accountability and public goods outcomes. She received her BA in Political Science from Yale University and has also spent time in Washington, DC working at the Center for Global Development.
Reuben W. Hills Conference Room
Solar-powered Drip Irrigation Enhances Food Security in the Sudano-Sahel
Meeting the food needs of Africa's growing population over the next half-century will require technologies that significantly improve rural livelihoods at minimal environmental cost. These technologies will likely be distinct from those of the Green Revolution, which had relatively little impact in sub-Saharan Africa; consequently, few such interventions have been rigorously evaluated. This paper analyzes solar-powered drip irrigation as a strategy for enhancing food security in the rural Sudano-Sahel region of West Africa. Using a matched-pair comparison of villages in northern Benin (two treatment villages, two comparison villages), and household survey and field-level data through the first year of harvest in those villages, we find that solar-powered drip irrigation significantly augments both household income and nutritional intake, particularly during the dry season, and is cost effective compared to alternative technologies.
Globalization, Citizenship, Human Rights and Education
Since World War II, a major element of globalization has involved the expansion of human rights norms, rules, and institutions. This broad movement represents a dramatic shift from earlier emphases on the rights and duties of citizens of national states. The human rights movement stresses universal and global rights, and the general responsibility to support these rights anywhere in the world, independent of national sovereignty boundaries. This research project focuses both on the expansion of the human rights movement at the global level and the impact of the movement on national states and societies around the world.
Research studies in the program track, and attempt to account for, the rapid expansion of human rights treaties, inter-governmental organizations, non-governmental organizations, and popular and professional discourse advocating human rights. The studies also track the rapid expansion of the substantive rights involved, from simple principles of protection and due process to greatly expanded human rights to active cultural and political participation and self-expression. And the studies track the expansion, over the whole post-War period, of the groups particularly emphasized in the human rights movement women, children, older people, indigenous people, poor people, handicapped people, gay and lesbian people, and members of all sorts of religious and ethnic minorities.
Since 1970, the world human rights movement has expanded its earlier focus on the legal protections of the individual person, to a more empowered and empowering focus on human rights education. And studies in the program now focus heavily on the expansion worldwide of human rights education.
Encina Ground Floor Conference Room
John Meyer
Department of Sociology
Stanford University
Bldg. 120, room 248
Stanford, CA 94305-2047
John Meyer is a professor of sociology (and by courtesy, education) emeritus, at Stanford; a faculty member at CDDRL; and a senior fellow, by courtesy, at FSI. He received his PhD from Columbia University, and taught there for several years before coming to Stanford. His research has focused on the spread of modern institutions around the world, and their impact on national states and societies. He is particularly interested in the spread and impact of scientific activity, and in the expansion and standardization of educational models. He has made many contributions to organizational theory (e.g., Organizational Environments, with W. R. Scott, Sage 1983), and to the sociology of education, developing lines of thought now called neoinstitutional theory. Since the late 1970s, he has worked on issues related to the impact of global society on national states and societies (e.g., Institutional Structure, co-authored with others, Sage 1987). Currently, he is completing a collaborative study of worldwide science and its impact on national societies (Drori, et al., Science in the Modern World Polity, Stanford, 2003), and is working on a study of the rise and impact of the worldwide human rights regime.
Francisco Ramirez
School of Education, Room 335
Stanford University
Stanford, CA 94305-3096
Francisco O. Ramirez is Professor of Education and (by courtesy) Sociology at Stanford University where he is also the Associate Dean for Faculty Affairs in the Graduate School of Education. His current research interests focus on the rise and institutionalization of human rights and human rights education, on the worldwide rationalization of university structures and processes, on terms of inclusion issues as regards gender and education, and on the scope and intensity of the authority of science in society. His comparative studies contribute to sociology of education, political sociology, sociology of gender, and sociology of development. His work has contributed to the development of the world society perspective in the social sciences. Ramirez received his BA in social sciences from De La Salle University in the Philippines and his MA and PhD in sociology from Stanford University.
His recent publications include “Conditional Decoupling: Assessing the Impact of National Human Rights Institutions” (with W. Cole) American Sociological Review 702-25 2013; “National Incorporation of Global Human Rights: Worldwide Expansion of National Human Rights Organizations, 1966-2004” (with Jeong-Woo Koo). Social Forces. 87:1321-1354. 2009; “Human Rights in Social Science Textbooks: Cross-national Analyses, 1975-2008” (with J. Meyer and P. Bromley). Sociology of Education 83: 111-134. 2010; “The Worldwide Spread of Environmental Discourse in Social Science Textbooks, 1970-2010 (with P. Bromley and J. Meyer) Comparative Education Review 55, 4; 517-545. 2011; ‘The Formalization of the University: Rules, Roots, and Routes” (With T. Christensen) Higher Education 65: 695-708 2013; and “The World Society Perspective: Concepts, Assumptions, and Strategies” Comparative Education 423-39 2012.