Friday, March 21, 2014

Transparency & Freedom of Speech

The level of democracy of any regime can be measured to a great extend by the transparency of its institutions and the freedom of speech allowed to its citizenry. Some governments grant a wide array of expression with almost no restriction except in strictly defined cases of slander. Others also are very open but with more limitations based on “time, place and manner.” An example of this latter would be the prohibition on falsely shouting “fire” in a crowded theater, to paraphrase Justice Oliver Wendell Holmes. However, on the other end of the spectrum we encounter administrations that unabashedly squash any type of communication that they believe threaten themselves or the society they purport to represent. China’s current rigorous filtering of internet sites, especially those of social media, is a prime example. Numerous regimes have instituted quasi-Orwellian “thought police” to check what people communicate to one another using tactics such as wiretaps, screening of mail, censoring of all mass communications, and a vast array of informants whose objective was to report anti-governmental behavior. Germany’s “Hilter Youth” were educated to uphold a devotion to the State and the Führer over all else. As part of Mao’s Cultural Revolution, children were isolated from their parents for indoctrination that encouraged them to denounce their parents for counter-revolutionary attitudes.

Two interesting incidents occurred recently in Latin America that emphasize the different degrees to which supposedly democratic governments curtail freedom of expression. Earlier this month in Brazilian state of Santa Catarina, a 19 year-old man was cited for “contempt of authority” (desacato a autoridade) after posting angry comments on his Facebook page about the way he was treated by police in a car stop. Although the next day he apologized for his posting and admitted that he was driving with an expired license, the issue as raised by his public defender, Ana Carolina Dihl Cavalin, is the validity of Brazilian laws that violate the Inter-American Commission on Human Rights, of which Brazil is a signatory.  In 2012, the Brazilian Senate revised the Penal Code changing “desacato a autoridade” from a crime in and of itself into an aggravating factor for cases of slander. The original slander law, written in 1940 during the Vargas regime, determined a sentence of from six months to one year of prison for the crime of slander. Under the new modification, the maximum sentence became from one to two years of prison for cases in which the slanderous statement is directed toward a public official. This includes police officers, judges, and any government official. A nuance of the law is that only offenses directed at a specific individual should be considered “in contempt”; in this case the accused directed his comments at the agency in general.

The Organization of American States actively opposes “desacato” laws throughout the hemisphere, based on the principle that “the American Convention on Human Rights enshrines the right of freedom of expression.”1 The Office of the Special Rapporteur of the OAS has implemented a two-year cycle for reviewing the status of such limitations on freedom of expression. In 2011, that office published a special report indicating:
few countries have taken purposeful steps to abolish the crime of desacato. In some states, legislative reform processes have stalled or restrictive judicial interpretations have been adopted. In other countries, the interpretations of the courts have recognized the incompatibility of “desacato” with the due guarantees of freedom of expression; however, those decisions have not been echoed in legislative reforms. Nevertheless, while the successful abolition of desacato laws may not have been the norm in the Hemisphere, in those countries where it has come about, the elimination of this crime has entailed a very significant stride toward the creation of a favorable climate for the full exercise of freedom of expression.2

The report refers to Principle 10 of the Declaration of Principles on Freedom of Expression, prepared by the Office of the Special Rapporteur and adopted in 2000 by the Inter-American Commission on Human Rights which
clearly introduces the so-called dual system of protection of honor, according to which, public persons or private persons who have voluntarily exposed themselves to increased scrutiny on the part of society must be more tolerant of criticism, in order also to enable the social control necessary to ensure that the powers of government are exercised in an efficient and appropriate manner. The protection of a person’s honor in such cases should be invoked in a civil proceeding because a criminal sanction could impede the control of public office necessary in a democratic society. This principle also adopts the standard of the “actual malice” doctrine, which considers that civil penalties should be imposed on expressions about public officials and only when information is published in the knowledge that it is false, there is express intent to cause injury, or there is gross negligence in ascertaining the truth.3

The second recent incident that reflects on the lack of freedom of expression is a crack-down on dissent from the office of Venezuelan President Nicolás Maduro. In recent weeks, Maduro has ordered the arrest and impending arrest of political opposition leaders who express criticism of Maduro’s administration. In February, Maduro issued orders for the incarceration of former presidential candidate Leopoldo López on charges of terrorism and murder stemming from confrontations between riot police and anti-Maduro activists that left several protesters dead. After initially hiding from federal officials, López turned himself in to authorities as the culmination of a rallying event he organized through YouTube and other social media.4 Then on March 19, 2014, the Los Angeles Times reported that national assembly member Maria Corina Machado is to be stripped of her legislative immunity and charged with criminal conspiracy, homicide, and treason for also publicly criticizing President Maduro.5 These two incidents and numerous other arrests of less prominent political figures and private individuals underscore the denial of freedom of expression that now exists in Venezuela.

Strong-arm governments have long used repressive tactics in attempts to stifle criticism from political opposition: the use of armed forces or police agencies to prevent the lawful assembly of critics, reliance on laws that systematically inhibit freedom of expression, manipulation of the means of communication including censorship and dissemination of false information, misrepresentation of critics as threats to the State, and a reliance on general political apathy on the part the populace at large.


Notes:
1. “Special Rapporteurship for Freedom of Expression”: 7. Chapter VI - ''Desacato'' Laws and Criminal Defamation. B.1.5. http://www.oas.org/en/iachr/expression/showarticle.asp?artID=442&lID=1

2. “Special Rapporteurship for Freedom of Expression”: 7. Chapter VI - ''Desacato'' Laws and Criminal Defamation. A.2. http://www.oas.org/en/iachr/expression/showarticle.asp?artID=442&lID=1

3. Cf. IACHR, Annual Report 2000. Report of the Office of the Special Rapporteur for Freedom of Expression. Chapter II, App. B.




Wednesday, March 5, 2014

Learning Latin American Languages

A significant issue for students of Latin America is language proficiency. Primarily Spanish and Portuguese, but also Quechua, Guarani, and others are essential tools for communication in the region. Amidst the not-so-ivory towers of academia, faculty and administrators face difficult questions regarding what to include in graduate and undergraduate curricula, especially when needing to balance declining budgets and an ever-increasing body of knowledge and skill sets that they wish their students to master in completion of the program. In the field of Latin American Studies – as in other areas of study that are region-specific or transnational – foreign language instruction and/or competency can become an easy target for elimination. Ultimately, however, such a decision proves to be short-sighted, weakening the overall caliber of the program and the qualifications of those who emerge from it supposedly prepared to enter professional life.

Several years ago, I was among a group of professors advising a business school in the creation of an International MBA program. The core faculty had decided to eliminate any foreign language requirement in an attempt to streamline their course of study. In order to be competitive in the academic market, graduate programs – and especially MBAs – must be able to offer a package to prospective students that will not delay their progress toward degree completion. This is in addition to ensuring that their graduates will exit the program equipped with the necessary skills to succeed in their profession. The faculty explained that their justification for cutting out the foreign language requirement from their IMBA was that “everyone speaks English anyway.” I strongly disagreed with their reasoning, arguing that such a supposition will guarantee that their graduates will be less prepared and, perhaps more importantly, at a strategic disadvantage when in a business meeting or across a negotiating table. Their putative monolingual graduates would find themselves in situations in which their counter parts would understand everything the MBAs said but the MBAs would not be able to follow the asides in other languages.

Another common mistake made by ill-informed administrators or educators is that students can just pick up languages on the street. While many domestic, non-international students in places such as Miami, Los Angeles, and Austin do indeed possess a high degree of fluency in Spanish, Haitian Creole, and other languages, rarely does this reach a level of proficiency that could be categorized as academic or professional fluency. This is especially true in cultural settings where the “street language” exhibits significant informalities and grammatical errors. While these students certainly have an advantage over monolingual students who may attempt to learn a new language with no previous knowledge of it, especially in terms of the evident comfort with which the heritage speakers will transit into the “foreign” language, most still require more formal study to reach professional standards of communication. Ultimately, this is no different than monolingual English-speaking students who must learn language and writing skills in English from elementary school, through their secondary education, and on into college. Most institutions across the country require “Freshman English” competency. Normally, the institutions offer alternatives to passing the class, such as Advanced Placement scores, proficiency tests, or similar. Rather than eliminating foreign language competency requirements, programs that wish to thoroughly prepare their students could follow a parallel approach, utilizing acceptance of multiple measures in satisfying the program completion requirement.

International students coming from non-English speaking countries are not adversely affected by the exclusion of any foreign language requirement, since they frequently have an advantage of educated fluency in the language of the region. Similarly, they normally are not delayed in degree completion because of the presence of such a requirement since for them English itself is the foreign language and institutions like the University of California require the TOEFL exam for admission and accept it in fulfillment of their foreign language requirement. This is increasing significant as institutions of higher learning – especially public ones that rely on state funding – seek to offset budgetary reductions through augmented out-of-state fees.

Foreign language learning has ramifications well beyond the simply mastery of grammatical forms. Successful language instruction must include a deeper understanding of the culture in which the target language developed and persists. Being able to “speak the language” of another people entails more than an understanding of grammar and vocabulary. It means that one can grasp the nuances and connotations of the other speaker, and can appreciate why particular groups behave in a particular manner. This is as priceless in business as it is in diplomacy, and students thus prepared will succeed where others will fail.