Democracy and Democratisation: G. Philip
Democracy and Democratisation: G. Philip
Democracy and Democratisation: G. Philip
G. Philip
PS3086, 2790086
2011
Undergraduate study in
Economics, Management,
Finance and the Social Sciences
This subject guide is for a 300 course offered as part of the University of London
International Programmes in Economics, Management, Finance and the Social Sciences.
This is equivalent to Level 6 within the Framework for Higher Education Qualifications in
England, Wales and Northern Ireland (FHEQ).
For more information about the University of London International Programmes
undergraduate study in Economics, Management, Finance and the Social Sciences, see:
www.londoninternational.ac.uk
This guide was prepared for the University of London International Programmes by:
G. Philip, Professor of Comparative and Latin American Politics, London School of Economics
and Political Science.
This is one of a series of subject guides published by the University. We regret that due to
pressure of work the author is unable to enter into any correspondence relating to, or arising
from, the guide. If you have any comments on this subject guide, favourable or unfavourable,
please use the form at the back of this guide.
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Contents
Contents
Introduction ............................................................................................................ 1
Aims ............................................................................................................................. 1
Learning outcomes ........................................................................................................ 1
Syllabus......................................................................................................................... 1
Reading and preparation ............................................................................................... 2
Online study resources ................................................................................................... 5
Structure of the subject guide ........................................................................................ 6
Reading time ................................................................................................................. 7
The examination ............................................................................................................ 7
Chapter 1: Defining and conceptualising democracy ............................................. 9
Aims of the chapter ....................................................................................................... 9
Learning outcomes ........................................................................................................ 9
Essential reading ........................................................................................................... 9
Further reading ........................................................................................................... 10
Introduction ................................................................................................................ 10
Democracy as participation .......................................................................................... 11
Democracy as competition ........................................................................................... 16
Democracy as balance ................................................................................................. 19
Conclusion .................................................................................................................. 24
A reminder of your learning outcomes.......................................................................... 24
Sample examination questions ..................................................................................... 24
Chapter 2: Democracy and the state ................................................................... 25
Aims of the chapter ..................................................................................................... 25
Learning outcomes ...................................................................................................... 25
Essential reading ........................................................................................................ 25
Further reading............................................................................................................ 25
Introduction ................................................................................................................ 26
Limited and façade democracy ..................................................................................... 27
Democracy in biased states .......................................................................................... 29
Illiberal democracy ....................................................................................................... 30
Delegative democracy .................................................................................................. 31
The notion of democratic consolidation ........................................................................ 32
Conclusion .................................................................................................................. 34
A reminder of your learning outcomes.......................................................................... 34
Sample examination questions ..................................................................................... 34
Chapter 3: Non-democratic systems and the transition to democracy ................ 35
Aims of the chapter ..................................................................................................... 35
Learning outcomes ...................................................................................................... 35
Essential reading ........................................................................................................ 35
Further reading............................................................................................................ 35
Introduction ................................................................................................................ 36
Colonial rule and the collapse of empires ..................................................................... 37
Political consequences of imperial control and decolonisation prior to 1990 .................. 38
Negative legacies of colonialism .................................................................................. 39
Other forms of non-democratic organisation ................................................................ 41
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86 Democracy and democratisation
Transitions to democracy.............................................................................................. 45
A reminder of your learning outcomes.......................................................................... 45
Sample examination questions ..................................................................................... 45
Chapter 4: General theories of democratisation .................................................. 47
Aims of the chapter ..................................................................................................... 47
Learning outcomes ...................................................................................................... 47
Essential reading ......................................................................................................... 47
Further reading............................................................................................................ 48
Introduction ................................................................................................................ 48
Modernisation theory and its critics .............................................................................. 49
Managing social and political change .......................................................................... 55
Social class and comparative historical sociology .......................................................... 55
Democracy as ideas and culture: Fukuyama and Huntington ......................................... 63
A reminder of your learning outcomes.......................................................................... 65
Sample examination questions ..................................................................................... 66
Chapter 5: Threats to democracy, democratic breakdown and the prevention
of democratic breakdown .................................................................................... 67
Aims of the chapter ..................................................................................................... 67
Learning outcomes ...................................................................................................... 67
Essential reading ......................................................................................................... 67
Further reading............................................................................................................ 67
Introduction ................................................................................................................ 68
Democratic breakdown: cases and near misses............................................................. 69
General explanations .................................................................................................. 72
Developmental dictatorship? ....................................................................................... 74
Economic progress in wealthy countries ....................................................................... 75
Conclusion .................................................................................................................. 77
A reminder of your learning outcomes.......................................................................... 77
Sample examination questions ..................................................................................... 77
Appendix: Sample examination paper ................................................................. 79
ii
Introduction
Introduction
Aims
In our study of democracy and democratisation we have three main aims.
These are to consider:
• how democracy is defined and understood, and how far actual systems
conform to democratic principles
• the main explanations of why political systems have moved from non-
democracy to democracy
• whether or not democracy is a stable political system, and whether
democratic systems run any serious risk of breakdown.
Learning outcomes
By the end of this course, you should be able to discuss critically a range of
issues relating to democratisation. You should be able to:
• explain how democracy actually works in real world conditions
• explain how democracy relates to the non-elective institutions of the
state
• discuss different ways in which democracy can work badly
• outline the essential arguments of comparative historical sociologists of
democratisation, such as Moore and Rueschemeyer
• explain how some forms of non-democracy can make the transition to
democracy
• assess theories of democratic breakdown in relatively poor countries
and arguments for developmental dictatorship
• discuss why democracy has survived in wealthy countries.
Syllabus
If taken as part of a BSc degree, 114 Democratic politics and the
State or 130 Introduction to modern political thought must be
passed before this course may be attempted.
In this course we will consider various aspects of the conditions of
democracy, the processes of democratisation, and the breakdown of
democratic regimes.
Conceptualising democracy. General criteria for democracy and particular
forms of semi-democracy. Delegative democracy, illiberal democracy and
biased states. Democratic consolidation.
Process of democratisation. Paths to democracy. Comparative historical
studies.
Conditions of democracy and its maintenance. The concept of democratic
legitimacy and the functioning of liberal democracy in advanced capitalist
societies.
Transitions to democracy. Forms of non-democracy and transitional paths
towards democratisation.
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86 Democracy and democratisation
Reading advice
A very large number of works cover different aspects of democracy and
democratisation, and you cannot hope to read them all. Moreover, some
of the works that you do need to read are long and complex. The main
thing is to get a sense of the arguments presented rather than trying to
follow every detail. Remind yourself when reading complex works that this
subject is mainly designed to explain concepts. The amount of potentially
relevant factual material is virtually infinite, but you do not need to master
it all – you only need to know enough facts to be able to illustrate and
understand general ideas.
Listed below are works described as Essential reading. These relate mainly
to authors whose arguments are specifically discussed in the text. Other
works are listed as Further reading. These should supplement the essential
texts and give a fuller basis for those topics that you choose to concentrate
on in detail. If you are keen to read more on your selected topics than
the works listed here, use the bibliographies of the listed works to find
additional material.
Essential reading
Books
Dahl, R.A. Democracy and its Critics. (New Haven: Yale University Press, 1991;
re-issue edition) [ISBN 9780300049381].
Fukuyama, F. The End of History and the Last Man. (London: Penguin, 2006;
reprint edition) [ISBN 9780743284554].
2
Introduction
Journals
Carsten, Q. and Philippe C. Schmitter ‘Liberalization, transition and
consolidation: measuring the components of democratization’,
Democratization, 11(5) 2004, pp.5990.
Huntington, S.P. ‘The Clash of Civilizations?’, Foreign Affairs, S93, 72(3) 1993,
pp.2249.
O’Donnell, G. ‘Delegative Democracy’, Journal of Democracy, 5(1) 1994, pp.55
69. Available online at www.nd.edu/~kellogg/publications/workingpapers/
WPS/172.pdf
Zakaria, F. ‘The Rise of Illiberal Democracy’, Foreign Affairs, 76(6) 1997,
pp.22–43.
Detailed reading references in this subject guide refer to the editions of the
set textbooks listed above. New editions of one or more of these textbooks
may have been published by the time you study this course. You can use
a more recent edition of any of the books; use the detailed chapter and
section headings and the index to identify relevant readings. Also check
the virtual learning environment (VLE) regularly for updated guidance on
readings.
Further reading
Please note that as long as you read the Essential reading you are then free
to read around the subject area in any text, paper or online resource. You
will need to support your learning by reading as widely as possible and by
thinking about how these principles apply in the real world. To help you
read extensively, you have free access to the VLE and University of London
Online Library (see below).
Other useful texts for this course include:
Books
Anderson, J. (ed.) Religion, Democracy and Democratisation. (London:
Routledge, 2006) [ISBN 0415355370].
Beetham, D. (ed.) Defining and Measuring Democracy. (London: Sage, 1994)
[ISBN 0803977891]. This is available via the publisher’s website.
Brooker, P. Non-Democratic Regimes: Theory, Government and Politics. (London:
Palgrave Macmillan, 2000) [ISBN 0312227558].
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86 Democracy and democratisation
Journals
Philip, G. ‘The Venezuelan Coup Attempt of February 1992’, Government &
Opposition, 27(4) 1992, pp.454–69.
Philip, G. ‘Democracy and State Bias in Latin America: Lessons from Mexico,
Venezuela and Peru’, Democratization, 6(4) 1999, pp.74–92.
Plattner, M. ‘Liberalism and Democracy’, Foreign Affairs, 77(2) 1998, pp.171–80.
The VLE
The VLE, which complements this subject guide, has been designed to
enhance your learning experience, providing additional support and a
sense of community. It forms an important part of your study experience
with the University of London and you should access it regularly.
The VLE provides a range of resources for EMFSS courses:
• Self-testing activities: Doing these allows you to test your own
understanding of subject material.
• Electronic study materials: The printed materials that you receive from
the University of London are available to download, including updated
reading lists and references.
• Past examination papers and Examiners’ commentaries: These provide
advice on how each examination question might best be answered.
• A student discussion forum: This is an open space for you to discuss
interests and experiences, seek support from your peers, work
collaboratively to solve problems and discuss subject material.
• Videos: There are recorded academic introductions to the subject,
interviews and debates and, for some courses, audio-visual tutorials
and conclusions.
• Recorded lectures: For some courses, where appropriate, the sessions
from previous years’ Study Weekends have been recorded and made
available.
• Study skills: Expert advice on preparing for examinations and
developing your digital literacy skills.
• Feedback forms.
Some of these resources are available for certain courses only, but we
are expanding our provision all the time and you should check the VLE
regularly for updates.
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86 Democracy and democratisation
6
Introduction
At the end of each chapter, you will find a list of Learning outcomes and
some Sample examination questions to help you with your revision. In the
Appendix, you will find a Sample examination paper for further practice.
The subject guide offers a summary of quite a lot of reading matter, and deals
with quite a number of different topics. It is an introduction to the literature
and not a substitute for it. It is intended to raise questions rather than close
off discussion by offering answers too readily. It also deals largely with
comparative and theoretical issues, even though there are some case studies
mentioned in particular chapters. If you are familiar with your own political
system, or have read about the political systems and recent history of other
countries, then you should consider this familiarity with particular cases to be
an advantage. However, no matter how much you may know about detailed
political arrangements, there is no substitute for engaging with concepts.
Reading time
If you can find the readings without too many problems, and have no
difficulty reading English, then in roughly 25 full days, you should be able to
cover enough of the subject to be able to answer three examination questions.
Another way of expressing this is that we normally recommend that if you
study one course over an academic year, you need to do a minimum of
seven hours of study per week. It will take longer if you read more slowly
or with difficulty. Please note that this is the absolute minimum and we
would never recommend that you only prepare for the minimum number of
questions required on the examination paper! If you have already taken 82
Comparative politics (although this is not a prerequisite), then you may
need to do a little less reading.
The examination
Important: the information and advice given here are based on the
examination structure used at the time this guide was written. Please
note that subject guides may be used for several years. Because of this we
strongly advise you to always check both the current Regulations for relevant
information about the examination, and the VLE where you should be
advised of any forthcoming changes. You should also carefully check the
rubric/instructions on the paper you actually sit and follow those instructions.
There will be a three-hour examination. You will be expected to answer
three questions out of 12, allowing one hour per question, which should
enable you to explore a selected set of topics with some degree of depth.
It is a good idea, when the examination actually begins, to spend a reasonable
period of time making absolutely sure that you understand the questions and
preparing your answers in outline. You can probably afford to spend at least
one quarter of the examination period preparing. It is important not to
embark on an answer until you are sure that you know what you are going
to say. Since all answers are all given equal marks, it is important to spend
virtually equal amounts of time on each question. You should therefore not
begin an answer until you know how you intend to conclude it.
Remember, it is important to check the VLE for:
• up-to-date information on examination and assessment arrangements
for this course
• where available, past examination papers and Examiners’ commentaries
for the course which give advice on how each question might best be
answered.
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86 Democracy and democratisation
Notes
8
Chapter 1: Defining and conceptualising democracy
Learning outcomes
By the end of this chapter, and having completed the Essential reading and
activities, you should be able to:
• list, describe and compare the main theoretical approaches to
understanding democracy
• describe the main criticisms of each of these approaches
• outline and discuss the main ethical principles that lie behind
democracy as a system of government
• outline the ways in which the relationship between majoritarian
government and individual rights has been understood
• analyse the role of activists in democratic politics
• explain why the notion of contestation is crucial to our understanding
of how democracy works
• explain why liberal democracy is inherently a rather complex system of
government.
Essential reading
Dahl, R.A. Democracy and its Critics. (New Haven: Yale University Press, 1991;
re-issue edition) [ISBN 9780300049381].
Linz, J. and A. Stepan Problems of Democratic Transition and Consolidation:
Southern Europe, South America, and Post-Communist Europe. (Baltimore:
Johns Hopkins University Press, 1996) [ISBN 9780801851582].
Schumpeter, J. Capitalism, Socialism and Democracy. (London: Allen and
Unwin, 1978) fifth edition [ISBN 9780043350324] Chapters 21 and 22.
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86 Democracy and democratisation
Further reading
Beetham, D. (ed.) Defining and Measuring Democracy. (London: Sage, 1994)
[ISBN 0803977891].
Fukuyama, F. The End of History and the Last Man. (London: Penguin, 2006;
reprint edition) [ISBN 0743284550].
Handelman, H. and M. Tessler (eds) Democracy and its limits: Lessons from Asia,
Latin America, and the Middle East. (Notre Dame, IN: University of Notre
Dame Press, c1999) [ISBN 0268008914].
Held, D. Models of Democracy. (Cambridge: Polity, 2006) third edition
[ISBN 9780804754729].
Przeworski, A. Democracy and the Market: Political and Economic Reforms in
Eastern Europe and Latin America. (Cambridge: Cambridge University Press,
2003) [ISBN 052142335X] Chapters 1 and 2.
Rousseau, J.J. The Social Contract. (London: Penguin, 2006)
[ISBN 0143037498].
Introduction
The post-1945 period has seen a very great extension of democratic
government. Virtually every wealthy, industrialised country is now a
democracy. A high proportion of poorer countries in Asia, Eastern Europe,
Africa and Latin America are also democracies, although some clearly
are not. While the downfall of Soviet Communism has not democratised
the entire world, it has led to a significant increase in the number of
democratic systems. By the same token, cases of democratic breakdown,
though certainly not unknown, have been proportionately fewer since
1945 than they were during the 1920s and 1930s. No First World
country has suffered from democratic breakdown since 1945, although
democracies have been overthrown in quite sophisticated political
societies, such as Greece in 1967, Chile in 1973 and Pakistan in 1999.
In the first two cases, however, the military governments that replaced
democracy did not prove infinitely durable, lasting for seven and 16 years,
respectively. Both of these countries are now democracies once again.
This transformation has given some encouragement to those who believe
that democracy is the best form of government and would like to see it
extended further. It does, however, raise a number of questions. Many of
these questions are discussed in subsequent chapters of this subject guide.
In this chapter, we consider in general terms some of the questions that
we need to ask about particular situations. These are essentially questions
about democracy itself:
• On the basis of ideas about individual freedom and human rights –
does democracy have to be liberal?
• How can we understand and theorise liberal democracy?
• How democratic is liberal democracy?
• How liberal is it?
• How stable is it?
How far political systems can usefully be compared just because they are
democracies is also a valid question. For example:
• Do the political systems of Bolivia, the United Kingdom and Bulgaria
really have much in common just because they are democracies?
• Or are they still divided by more than unites them?
10
Chapter 1: Defining and conceptualising democracy
There are many approaches to and theories of democracy, but the ruling
ideas that lie behind them can be summarised under three headings:
1. democracy as participation
2. democracy as competition
3. democracy as balance.
Democracy as participation
The first major theorist of democracy in the modern world was the
eighteenth-century French philosopher Jean Jacques Rousseau. Rousseau
is still a controversial figure in the history of political thought. How far
his views were understood and how far they were misrepresented by later
authors presents a complex question. However, even if his views were
actually rather complex and somewhat misrepresented on some occasions,
Rousseau is forever associated with the idea that a good political system
allows its citizens the freedom to participate in political life. We need to
consider such a viewpoint because the notion of participation must be
central to our understanding of what democracy is, can be and should be.
The most influential present-day exponent of the ‘participationist’ view of
democracy is Robert Dahl. In his work, Dahl (1989) specifically outlines and
defends participatory democracy against a number of competing arguments.
Participationists seek to replicate in the modern world the virtues of the
political system invented in Athens in classical times. It may be difficult to
describe as a democracy a system in which slavery existed and in which
women did not vote, as was the case in Athens. What many people saw
as valuable about the Athenian system, however, was the assembly where
all full citizens were encouraged to attend, participate and vote. Rousseau
believed that people were free only when they were actually voting to
choose their leaders or actively discussing proposed legislative changes.
Central to this approach is the argument in favour of participatory
democracy. The essential argument is psychological. Political participation
is good for us, both as individuals and as a society. It is an important
dimension of human experience that we should seek to participate in
choosing the rules and the people that govern us. It is also important for
our society that we should exert some important influence on the decision-
making process in our capacity as independent-minded individuals
with personal viewpoints. Ultimately, from this standpoint, political
participation is a good thing, because it is an expression of human desire
and social need for civic equality.
The notion of democracy as being about participation plus equality reached
its clearest and most extreme expression during the French Revolution.
Fukuyama (1992), following the German philosopher Hegel, recently put
forward the view that the radical democratic ideas of the French Revolution
moved the argument for political equality from the religious to the secular
dimension. Secular democratic ideas are more universal in their appeal than
ideas about human equality in the sight of God, and their relationship to
politics is direct and explicit. Although the French Revolution did not put
an end to despotism, even in France it helped to create modern democratic
ideology – along with the War of American Independence (the principles
of which are discussed later in this chapter). Since the French Revolution,
the idea of civic equality has lain at the heart of all significant demands for
political change – even if some movements, like Communism, have been
mistaken and subject to perversion when in power.
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86 Democracy and democratisation
Civic equality means the notion that we are all capable of understanding
and debating issues that concern the general good. We are not all equal
at our place of work, or in what we have in the bank. However, so the
argument goes, what unites us is (or should be) a common concern for
the general good. This common concern needs to be given institutional
expression if it is to remain vibrant. Voting and (in some countries) jury
service are very important here. Unless we keep activating some formal
concept of equality, society is in danger of dividing more and more into the
rich and powerful on one side and everybody else on the other.
Apathy
This reason for criticising participationist theories relates to differential
knowledge. We live in a complex and sophisticated world. Decision-makers
need to have a reasonable amount of knowledge so they can make good
decisions. We might ask ourselves whether we want to live in a world in
which a porter or a gardener has as much influence on political outcomes
as a diplomat or a scientist. We would not go to a gardener to be operated
on if a doctor of medicine was available instead. The objection is not really
about narrowly defined expertise – because all political systems need to
rely on experts to some extent – it is rather that the democratic need to
express political arguments in ways that will influence ordinary people
lowers the level of public debate. The current phrase used in the UK to
express this is ‘dumbing down’.
It could be argued that the effect of too much popular participation is
that democratic political systems pay too much attention to presidential
adultery and not enough to foreign policy. This is mainly because most
people can understand adultery, but only a few understand foreign policy.
12
Chapter 1: Defining and conceptualising democracy
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86 Democracy and democratisation
Intolerance
A second argument against democracy as participation is that it gives too
much attention to what majorities think and not enough to individual
or minority rights. Majority opinion does not necessarily reflect respect
for personal freedom or a respect for individual rights, and critics do
not necessarily accept that one will lead to the other. Most of us accept
that people have individual rights that should not be violated by pure
majoritarianism. Minority rights can be violated by an excessive emphasis
on majority rights. Majorities have discriminated against minorities on the
grounds of religion or ethnic background. The rights of neighbours and
foreigners should be considered – most of us understand why it would be
undesirable for the popular majority of a large and powerful country to
vote to go out and conquer a smaller and less powerful neighbour.
Popular participation is not the same as mob rule, but some authors have
expressed the fear that one might lead to the other. There is a memorable
scene in Shakespeare’s play Julius Caesar when the mob kills a poet called
Cinna because he has the same name as a conspirator, even though he is
a completely different person. In historical fact, there has been less mob
rule in reality than may have appeared in theory. Usually, when crowds or
popular masses have put on a show of intolerance, they were encouraged
by antidemocratic or politically manipulative elites. As Rousseau would
have put it, they have been misled rather than corrupted. Even so, an
alliance of irresponsible or antidemocratic elites and manipulable masses
can be very damaging. For this reason, most democratic systems in the
First World try to protect minority and individual rights through some kind
of constitutional provision. Such provisions are generally accepted to be,
on the whole, beneficial for democracy. They do not prevent or limit the
amount of popular participation, but they do put limits on what can be
expressed or decided democratically.
Logistics
A third problem with participation, often argued reluctantly by people who
generally sympathise with the idea of greater participation, is practicality.
The problem here is that participation involves more than deciding and
voting. It should also involve listening, deliberating and debating. It is
impossibly difficult in a large community, however, for people to be able to
present arguments to other people in the hope of making them listen. The
media – even the correspondence columns of newspapers – have space for
only a tiny amount of possible communications.
Dahl (1989) makes the point very clearly. Suppose that every adult
citizen had the right to address his or her fellow citizens for two minutes
only, once a year, on any subject. All citizens would have to have the
corresponding duty to listen to all others: if this were too drastic a rule,
then there could be at least one television channel given over purely to
individual speech-making. At that rate, 30 citizens could speak every
hour and 720 every day, allowing no breaks for eating, sleeping or
anything else. If this went on for an entire year, then 262,800 citizens
would get to speak. However, most people in the democratic world live
in countries whose electorates are well over 20 million. So even if this
drastic experiment in participation were possible, then only around one
per cent of the population would be able to enjoy their two-minute speech,
and it is reasonable to suppose that this one per cent would soon cease to
command the full attention of the other 99 per cent.
14
Chapter 1: Defining and conceptualising democracy
15
86 Democracy and democratisation
Activity
List the different ways in which Robert Dahl (1989) defends his theory of democracy
against its critics.
Democracy as competition
Another important theoretical approach to democracy defines it by the
existence of free and fair elections and electoral competition. The most
famous exponent of this argument was the Austrian political philosopher
and economist Joseph Schumpeter (1978).
Schumpeter believed that it was wrong to idealise either democracy or
the folk wisdom of the people. His view of the characteristics of ordinary
people is much more pessimistic than that of Rousseau or Dahl. Schumpeter
was writing a few years after the German electorate had voted in sufficient
numbers to allow Adolf Hitler to take power. Schumpeter also argued
that, although democracy was important, it was not the only public good.
Under extreme political circumstances, people would be more likely to be
guided by an innate sense of right and wrong than by any doctrine of the
democratic mandate. For example, people either supported or opposed
Hitler on moral grounds: a few people who opposed him nevertheless
believed that he should be supported because he was democratically
elected. However, many people during the past century – including
intellectuals – have at times supported antidemocratic parties or movements
such as fascism and communism. At the opposite extreme, many people
who today prefer democracy do so because of a belief in freedom and the
rights of the individual. They are pro-democracy, because they believe that
democracy is the best means of securing freedom and rights. If they were
persuaded otherwise, they might change their minds about democracy itself.
Schumpeter believed, therefore, that democracy should not be theorised in
too idealistic a way. Whether a political system is democratic is not at all
the same question of whether we like it. Nor, argued Schumpeter, should
democracy be based on an overly optimistic view of people’s wisdom.
People devote their main care, attention and skill to areas of their life
where it would make a real difference, such as their livelihoods and their
families. Because few people believe that their vote does make a real
difference, they mainly participate in politics by expressing attitudes rather
than reflecting quietly on issues. Even quite intelligent people are capable
of casting their votes without much thought to the consequences.
Such arguments are pessimistic, of course. What is interesting, though, is that
Schumpeter could find a strong defence of democracy even though he started
from so negative a position. His main argument is that elections discipline
elites. Anybody who wants to be head of government must first win an election.
For many ambitious elite figures, argued Schumpeter, the pursuit of power
is actually a bit of a game. In order to win the game, however, a democratic
leader must appeal to ordinary people. Furthermore, a party leader cannot
afford to be too arrogant because he or she might well lose the next election.
Power is less likely to corrupt people who have only a limited tenure on it.
Criticisms of Schumpeter
Schumpeter’s arguments have been criticised as being too negative and
restrictive on a number of grounds:
• the role of activists
• democracy and law
• democracy and collective interest.
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Chapter 1: Defining and conceptualising democracy
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86 Democracy and democratisation
Activity
List the criticisms that Schumpeter makes of what he calls the classical theory of
democracy.
18
Chapter 1: Defining and conceptualising democracy
Democracy as balance
I would hazard the view that most political scientists today would define
democracy mainly as a system of balances. They would give some weight
to participation, some to competition, and some to the expression of
collective aspirations within an overall context where individual rights
are protected via the legal process. The task of a successful democracy is
to make these coherent or, if this is not possible, to manage difficulties
effectively as may arise.
Theories of constitutional balance were developed, in different ways, in
eighteenth-century France, Britain and the USA. Two particular ideas are
of interest here:
• The first is the notion of the English eighteenth-century philosopher
Edmund Burke that a system of government based on elections should
be representative.
• The other is the US notion, normally ascribed to James Madison,
that different aspects of a democratic political system should provide
checks and balances. Madison is regarded as the key intellectual force
behind the doctrines expressed in the US Constitution, whereas Burke,
originally a supporter of the American Revolution, eventually emerged
as the foremost English critic of the French Revolution.
Burke’s argument attempts to reconcile representative government with
the autonomy of the political class. His point is that elected representatives
do not exist to do exactly what the voters want them to do. They exist
to provide knowledge and good judgment as well as to reflect any
popular preference. It is not the job of a representative political system
to give people what they want, but to make decisions based on striking
a reasonable balance between what is popular, what is morally desirable
and what works in practice. Although Burke was by no means a democrat,
his thinking has influenced the way in which one school of thought looks
at democracy. The essential point is that democracy is generally a rather
complex system that seeks to strike a set of balances between different sets
of principles.
The US Constitution was based on a rather similar idea. However, the
important difference between British and US thinking at that time is
that, in the case of the USA, much more emphasis was put on limiting
the power of the state. Government was seen as a necessary evil. Popular
participation was desirable in so far as it made it harder for the state
to exercise despotic power, although popular dictatorship was itself a
threatening but possible form of government. Political institutions should
therefore be devised both to express and to limit the popular will. To avoid
any overpowering effect, voting should be channelled through a complex
set of institutions:
• strong local government
• separate legislative assemblies
• separate elections for a president
• a written constitution
• powerful courts.
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86 Democracy and democratisation
20
Chapter 1: Defining and conceptualising democracy
far-reaching political change. The point still relevant today is that the
issue of property versus taxation led to some very sophisticated thinking
about political organisation and to the development of what are still some
dominant intellectual ideas about how a political system should work.
21
86 Democracy and democratisation
23
86 Democracy and democratisation
It did not turn out like this. This is at least partly because a very balanced and
sophisticated democratic system, although good at preventing undesirable
things from happening, is nothing like as good at getting anything done.
This is not a problem for people who believe that they can mostly organise
their lives satisfactorily with only minimal help from the state. However,
the abandonment of the idea that a strong, central government can resolve
pressing social problems ensures that democracy offers at best only limited
opportunities for redressing the inequalities of the marketplace. Moreover, if
genuine economic or political crises developed, we would have to think again
about what we wanted from our democratic system.
Overall, the definition of democracy as embodying a balance of principles
reflects the way in which most of us think of democracy. Whether this will
be the case in the future remains to be seen.
Conclusion
Democracy is a complex system that is understood in ways that are
increasingly demanding. Democracy is a word that has to be understood
by ordinary people and also by practising politicians, so that political
scientists are not able to define it purely as they please. What they
can do is to try to make our understanding coherent, or at least to
point out inconsistencies when they occur. The general international
trend in the past generation has been to emphasise individual rights in
our understanding of democracy and de-emphasise (to some extent)
participation. Countries, however, have to satisfy a whole series of
conditions before they can truly be regarded as democracies.
Learning outcomes
By the end of the chapter and the associated reading, you should have a
good understanding of how political scientists have tried to conceptualise
these different forms of semi-democracy and what their main
characteristics are. You should be able to:
• identify and discuss when it is most difficult for elected political leaders
to control the military
• explain when democracy is most at risk from within the state itself
• outline what illiberal democracy is
• outline what delegative democracy is
• explain what happens when a democratic state is biased in favour of
incumbents
• analyse the advantages and disadvantages of using a demanding
standard of democratic consolidation.
Essential reading
Books
Linz, J. and A. Stepan Problems of Democratic Transition and Consolidation:
Southern Europe, South America, and Post-Communist Europe. (Baltimore:
Johns Hopkins University Press, 1996) [ISBN 9780801851582].
Journals
O’Donnell, G. ‘Delegative Democracy’, Journal of Democracy 5(1) 1994, pp.55
69. Available online at www.nd.edu/~kellogg/publications/workingpapers/
WPS/172.pdf
Zakaria, F. ‘The Rise of Illiberal Democracy’, Foreign Affairs 76(6) 1997,
pp.22–43.
Further reading
Books
Haynes, J. (ed.) Towards Sustainable Democracy in the Third World. (London/
Basingstoke: Palgrave Macmillan, 2001) [ISBN 0333802500].
North, D. Institutions, Institutional Change and Economic Performance.
(Cambridge: Cambridge University Press, 1992) [ISBN 0521394163].
Philip, G. Democracy in Latin America: Surviving Conflict and Crisis?
(Cambridge, UK; Malden, MA: Polity, 2003) [ISBN 0745627601].
Przeworski, A. Democracy and the Market: Political and Economic Reforms in
Eastern Europe and Latin America. (Cambridge: Cambridge University Press,
2003) [ISBN 052142335X] Chapters 1 and 2.
25
86 Democracy and democratisation
Journals
Philip, G. ‘Democracy and State Bias in Latin America: lessons from Mexico,
Venezuela and Peru’, Democratization 6(4) 1999, pp.74–92.
Plattner, M. ‘Liberalism and Democracy’, Foreign Affairs 77(2) 1998, pp.171–80.
Introduction
The previous chapter established that democracy, as we understand it, is
a fairly complex form of government. Some early political philosophers
would not have recognised it as democracy at all. This chapter looks at
some cases in which the minimum conditions of democracy have probably
been met, but in which there are still serious problems in achieving all
of the things we generally want from democracy. This issue is especially
relevant when we look at new democracies, or democracies that are
imperfect in some ways but effective in others. Is there a dividing line that
enables us to say that ‘A’ is a democracy but ‘B’ is not? More importantly
still, is there a good way to understand and conceptualise a system that
has some of the characteristics of democracy but not others?
These are open-ended questions to which no definitive answer can be
given. They are, however, questions that can usefully be explored further.
Linz and Stepan (1996) and other authors such as Przeworski (1991) have
introduced into the literature a broad notion of ‘democratic consolidation’.
This can be used to separate systems in which elections are held but in
which the democratic process is flawed from those that are democratic in
the fullest sense. We will look at the issue of democratic consolidation later
in the chapter. Non-consolidated democracy can refer to a wide range of
situations, which need to be narrowed down somewhat. In this chapter, we
look at four specific but different kinds of situation.
1. Limited democracies, in which elections are held freely but the
government does not fully control the state. The state – by which is
meant principally the army, the police and the judiciary – does fairly
much as it sees fit. This is normally known as limited democracy, but at
the extreme its critics could regard it as ‘façade democracy.’
2. Biased states, in which votes are honestly counted and individual
freedoms mainly respected, but where the elected government tends to
use the state for partisan advantage (Philip, 1999). The courts, police,
etc. are subject to the will of powerful politicians. These, in turn, act
as though they are above the law and may resort to illegal methods of
media manipulation or campaign financing at election time.
3. Illiberal democracies, in which the government and state control
each other and where effective government is possible, but where
there is little respect for individual rights (Zakaria, 1997). We have
already noted that the notion of human rights seems essential to our
understanding of democracy today. In addition to this, a problem exists
with the internal logic of illiberal democracy, in that illiberal systems
can deny essential rights to opposition politicians and thereby limit
democratic participation and competition.
4. Delegative democracies, in which the government responds
only to public opinion and neglects pluralist arrangements and
institutions (O’Donnell, 1994). Some overlap exists between illiberal
and delegative democracy, in that both are likely to involve the abuse
of rights by the forces of the state. There is a difference of degree,
however: delegative democracy is more likely to be a response to
crisis and something that is inherently transitional. Moreover, the
26
Chapter 2: Democracy and the state
Could we say that these countries were democratic at some points and
authoritarian at others? This may be true as far as it goes, but it does
not go very far. It is quite reasonable to treat authoritarian rule as non-
democratic, but it is not clear that we can regard a country as democratic
merely because it is not currently run in an authoritarian way. There are
several reasons why this is so:
1. A democratically elected government will not do certain things,
because it cannot expect to survive the consequences of opposition
from non-democrats. We call this an ‘anticipated reactions’ problem.
2. So-called democracies with powerless democratic leaders will have a
problem of legitimation. Democracy can only take hold in a society if
it is taken seriously as a means of deciding who governs. If anybody
dissatisfied with an election result or government can just call in the
military, people will be likely to see democracy as a meaningless game.
3. Non-democratic forces, possibly including the military and the police,
will control ‘enclaves’ of society and will not be accountable for their
actions via democratic means.
4. In policy terms, this creates a situation in which measures that might
help with long-term democratic stabilisation are inhibited by the
short-term needs of political survival. For example, it was sometimes
politically impossible for elected governments to use the legal process
against their authoritarian predecessors for corruption or the abuse
27
86 Democracy and democratisation
of power. The realisation that senior ranks of the military were often
above the law made it even harder for civilians to govern in the
long run.
28
Chapter 2: Democracy and the state
that military officers, senior policemen and others will resent the restraints
that democracy puts on what they are allowed to do, and they may
be tempted to break the rules. The liberal democratic solution to such
occurrences is for those responsible for lawlessness to be arrested and
brought to justice. When even genuine liberal democracies are involved
in some kind of armed conflict, though, such an outcome does not occur
as often as it possibly should. When the security forces are in a position to
make a credible threat to overthrow the state, it may in fact be impossible
for an elected government to intervene too much in what the forces of the
state do. It may have to ignore past or present-day abuses. In the worst
case, the military becomes the effective arbiter of power.
Example: Mexico
By way of example, Mexico was governed in the 1980s and 1990s by an economic
technocracy. The technocracy was introduced into the political system by the power of
the presidency, and it was kept there by a system that allowed the outgoing president to
select his successor. For most of this period, there were contested elections.
If one takes competitive elections with the vote honestly counted as the minimum
definition of democracy, then Mexico was a democracy during the 1990s at any rate.
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86 Democracy and democratisation
However, the ruling party that contested the elections – the Institutional Revolutionary
Party (the PRI) – was very much dominated by the state itself. It would be impossible to
argue seriously that the state was indifferent as to whether the PRI was elected or not,
or that the state simply enforced impersonal rules within which different organisations
competed. Instead, the situation was that the referee was also a player. The state and the
PRI were so closely connected that it was hard to say where the PRI ended and the state
began.
Example: Peru
A further example can be taken from Peru under Fujimori in the 1990s. Fujimori was
elected to the presidency as an independent candidate. He faced serious problems on a
number of fronts:
• Peru was suffering from economic decline and hyperinflation.
• Peru had a problem with terrorism.
• Fujimori did not enjoy a congressional majority.
It seems that some Peruvian military officers who wanted to fight against terrorism
without constitutional restraint approached Fujimori and suggested that they get together
and overthrow the congress and existing judiciary. Fujimori agreed to this and, in April
1992, closed congress by force. Public opinion generally approved of this – Fujimori’s
popularity actually rose following the closure.
In policy terms, the closure of congress was quite successful:
• inflation fell
• economic growth resumed
• the main terrorist organisation – Sendero Luminoso – was largely defeated.
Fujimori took advantage of the resulting increase in presidential popularity in order to
run for re-election. He was able to do this in 1995, but things become more complicated
afterwards. Fujimori wanted to run again in 2000, despite the fact that the constitution
approved by plebiscite in 1993 forbade him to do so. However, Fujimori’s supporters in
congress voted in a law that would allow him to run again. The Peruvian Supreme Court
declared this unconstitutional. Fujimori’s supporters in congress counteracted by voting
to impeach Supreme Court judges opposed to Fujimori’s re-election. These were replaced
with tame judges, who ruled that Fujimori’s candidacy for re-election did not break
the constitution. In the end, Fujimori appeared to win the 2000 elections, but further
allegations of bribery led the Peruvian Congress – which was also elected in 2000 – to
vote Fujimori from office at the end of that year.
Activity
Using the relevant reading, present some explanations as to why democracy in biased
states does not break down altogether.
Illiberal democracy
The term ‘illiberal democracy’ was developed in an article by Zakaria
(1997), in which he made the point that democracy, as we generally
know it, involves a mixture of majoritarianism and respect for individual
rights. He argued also that many independently established consolidated
democracies enforced systems of individual rights before they introduced
universal suffrage. Britain, for example, was a liberal state (according to
some definitions of the term) after 1689, but only became fully democratic
after 1918. Zakaria questioned whether the introduction of universal
suffrage before systems of individual rights were firmly established would
lead to liberal democracy or whether majoritarian systems would actually
stand in the way of the development of rights.
30
Chapter 2: Democracy and the state
Activity
Consider illiberal democracy alongside Schumpeter’s definition of democracy,
which was described in the last chapter. Would illiberal democracy fit Schumpeter’s
definition?
Delegative democracy
The term ‘delegative democracy’ was developed by Guillermo O’Donnell
to cover some countries in Latin America (1994). Although O’Donnell
principally had in mind the presidencies of Collor in Brazil and Menem in
Argentina, some people would say that other examples in the region could
also be found, notably those of Fujimori in Peru and Chavez in Venezuela.
The basic idea is that the system is run on the basis of extreme
personalism. People vote for the president – delegative democracy is
far more likely in presidential than in parliamentary systems – on the
basis that they are voting for a pure leader figure who will solve all of
the country’s pressing problems. A relation exists between this idea and
the Weberian notion of charismatic authority. Weber’s notion is based on
earlier religious leaders who successfully appealed to large numbers of
people. A relation also exists between this idea and ‘cults of personality’,
which are common enough in non-democracies. O’Donnell’s notion,
however, refers to countries that are indeed democratic and to elections
that have been freely held and actively contested.
Empirically, personalist politicians do not usually win presidential elections
in Latin America, and where they have done so, they have often faced
overthrow by congress. However, the phenomenon of extreme personalist
rule, although not common even in Latin America, is not unknown and
is worth discussing further. Certainly, one important reason why extreme
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86 Democracy and democratisation
Activity
List O’Donnell’s main criteria for characterising delegative democracy.
32
Chapter 2: Democracy and the state
The problem with any very demanding definition is that only a few
political systems can meet it. For example, most people would regard the
UK and Spain as democracies, but armed groups wanting some form of
secession have attacked each country from within:
• the Irish Republican Army (IRA) wants Northern Ireland to become
part of a united Ireland
• the Basque Separatist Movement (ETA) wants an independent Basque
country.
For years, the southern states of the USA were racially segregated and
black Americans did not enjoy the full protection of the law. It would be an
extreme view, however, to say that the USA was not a democracy during
this period, although it is a view that has been advanced. Some European
democracies have also been run in very corrupt ways. Can we seriously
say, however, that the rule of law did not operate in these cases?
There are some advantages in having a demanding definition of democracy:
• We saw in the last chapter that democracy is inherently a complex form
of government.
• We do need to break down the concept into some of its component
parts in order to see how they fit together in different ways and at
different times.
• We need to be able to analyse systems in which there are elections but
where there also exists a threat to democracy from armed minorities.
• We also need to be able to analyse systems in which elections are
routinely held and contested but in which there is not much confidence
in the judicial system and in which it would be optimistic to speak of a
rule of law.
In practice, Linz and Stepan give considerable weight to voter attitudes
towards democracy. Their work uses extensive survey data and seeks to
evaluate answers to questions such as:
• Are people convinced that democracy is the best form of government?
• Do they have confidence in their own democratic institutions?
Other authors, such as Diamond (1999) also believe that we have a lot to
learn about democracy by asking questions of ordinary people, particularly
in places where democracy is a relatively new form of government.
In principle, this does seem to be a useful way of proceeding. We can learn
more about how democracy works in practice, by learning about people’s
attitudes towards it. It is likely that these attitudes will be rationally explicable
in terms of the objective conditions facing the country. For example, if voters
perceive their government as being economically unsuccessful, then it is
entirely likely that the economic indicators will show this to be so. If that is the
case, then we can specify what objective conditions are likely to orient public
opinion in a given way. There is, however, always some irrationality in politics,
and it may well be that there is some lack of fit between what people believe
to be the case and that is actually the case. If such a lack of fit exists, then we
will not be able to explain democratic legitimation purely in terms of objective
conditions. We may need to look for more complex kinds of explanation.
It is also important that the notion of non-consolidated democracy does
not become a theory of stages. We really cannot know whether democratic
systems that today seem non-consolidated will in the future:
• become consolidated
• break down altogether
33
86 Democracy and democratisation
• remain non-consolidated
• consolidate in some ways and de-consolidate in others.
Not only is democracy a complex category in itself, but the dynamics of
democratisation or non-democratisation in some respects remain obscure.
There are limits to our possible knowledge of these things.
Activity
Explain how each of the Linz and Stepan arenas of democratic consolidation interconnect
to form an overall picture of a consolidated democracy.
Conclusion
This chapter has considered some of the ways in which scholars have
tried to conceptualise and categorise political systems that were at least
minimally democratic (having free and contested elections) but not
completely so, according to the rather demanding criteria set out at the
end of Chapter 1. The authors considered here do not have a monopoly
on these characterisations. There are other possible ways of discussing
imperfectly democratic systems – an enormous amount of literature exists
on the subject, and fresh ideas will no doubt be put forward in the future.
Those authors considered here do, however, have the merit of putting
forward characterisations that work both at a conceptual level and as
descriptions of one or more real-world political systems.
34
Chapter 3: Non-democratic systems and the transition to democracy
Learning outcomes
By the end of this chapter, and having completed the Essential reading and
activities, you should be able to:
• explain the main problems and difficulties that are likely to be associated
with democratising each system of government discussed in this chapter
(empire, monarchy, military government and dominant party rule)
• explain how transition could happen in different kinds of non-democratic
political system.
Essential reading
Przeworski, A. Democracy and the Market: Political and Economic Reforms in
Eastern Europe and Latin America. (Cambridge: Cambridge University Press,
2003) [ISBN 9780521423359] Chapters 1 and 2.
Further reading
Brooker, P. Non-Democratic Regimes: Theory, Government and Politics. (London:
Palgrave Macmillan, 2000) [ISBN 0312227558].
Crystal, J. Oil and Politics in the Gulf: Rulers and Merchants in Kuwait and Qatar.
(Cambridge: Cambridge University Press, 1995) updated edition
[ISBN 0521466350].
Di Palma, G. To Craft Democracies: an Essay in Democratic Transition. (Berkeley:
University Presses of California, Columbia and Princeton, 1990; reprint
edition) [ISBN 0520072146].
Gill, G. The Dynamics of Democratisation. (Basingstoke: Macmillan Press, 2000)
[ISBN 0333801970]. This is available via the publisher’s website.
Hagopian, F. Traditional Politics and Regime Change in Brazil. (Cambridge; New
York: Cambridge University Press, 1996) [ISBN 0521032881].
Haynes, J. (ed.) Towards Sustainable Democracy in the Third World. (London/
Basingstoke: Palgrave Macmillan, 2001) [ISBN 0333802500].
Huntington, S.P. The Third Wave: Democratization in the Late Twentieth Century.
(Norman: University of Oklahoma Press, 1993) [ISBN 0806125160].
Lieven, D. Empire: the Russian Empire and its Rivals. (London: John Murray,
2000) [ISBN 0719552435].
35
86 Democracy and democratisation
Introduction
During the past 20 years, many countries that were formally non-
democracies have become democracies. Essentially this chapter is an
empirical discussion of how democratisation took place in the recent and
more distant past. It suggests that the way in which societies became
democratic (or not) depended significantly on the way in which they
were organised prior to democratisation. This chapter should be read in
conjunction with the next chapter, which examines some theories of why
democratisation occurred.
Huntington’s (1991) notion that there have been three waves of
democratisation has generally been accepted as empirically useful. The
first wave of countries essentially adopted democratic principles in the
nineteenth century. They included:
• the USA
• Switzerland
• France
• Britain.
The second wave consisted of countries that democratised after the defeat
of fascism in 1945. The list includes:
• (the then) West Germany
• Italy
• Japan
• Austria.
The third wave began in 1974 with the overthrow of the authoritarian
government of Portugal. The military government in Greece also fell
in 1974, and the following year the Spanish dictator Francisco Franco
died. By 1980, these three southern European countries had all become
democracies. During the next decade, the majority of Latin American
countries changed from non-democracies to democracies. Many African
countries also adopted democracy in the 1980s or early 1990s. From the
late 1980s, the countries of eastern Europe also rejected communism and
adopted democracy. The process culminated in mid-1991, when a failed
coup attempt brought about the destruction of the Soviet Union as a unit.
Many, though not all, of its component parts became democracies.
It is, however, important to qualify the notion of ‘waves’ in one respect. In
the past, in some regions of the world there were almost as many cases
of democratic breakdown as of democratisation. To adapt Huntington’s
phraseology, waves sometimes pulled away from the shore as well as
moving towards it. Latin America has suffered several waves of democratic
breakdown, the most important of which took place in the 1930s, 1960s and
early 1970s. In continental Europe, many parliamentary systems were set up
at the end of the First World War and the majority of these broke down in the
1920s or early 1930s. In the 1930s, many observers believed that fascism or
communism, and not democracy, would be the wave of the future.
What is significant for this discussion is that there has been much less
democratic breakdown since 1980 than there was following earlier ‘waves’
of democratisation. By the middle of the 1990s, well over 50 countries that
36
Chapter 3: Non-democratic systems and the transition to democracy
38
Chapter 3: Non-democratic systems and the transition to democracy
39
86 Democracy and democratisation
40
Chapter 3: Non-democratic systems and the transition to democracy
Activity
List the most important European Empires, including the former Soviet Union. Trace
out which of their ex-colonies became democracies immediately after independence
and which did not.
Monarchy
A number of countries are monarchies today, but for many it is in name
only, in the sense that the monarch is a figurehead for what is, in practice,
parliamentary government. Nepal, Saudi Arabia and the Emirates of
the Persian Gulf are still run on monarchical principles, and the King of
Thailand exerts real, though not absolute, power in his country.
At first sight, the concept of monarchy might fit perfectly into Weber’s
belief that some political systems can be run on the basis of ‘traditional’
legitimation. There can be little doubt that the maintenance of a
figurehead monarchy in parliamentary democracies relates to the aim of
legitimating political authority among certain sections of the population.
Soldiers in the UK are asked to risk their lives for ‘Queen and country’. The
appeal of ‘Prime Minister and country’ may be somewhat less. Monarchists
in the UK would almost certainly win a referendum on the question of
whether the UK should become a republic. It would be far too much to
claim that the monarchy in the UK legitimates the political system as
a whole, but it probably plays a modest part in the overall process of
legitimating state power.
41
86 Democracy and democratisation
In countries where the monarch actually does rule, it would, by the same
token, be too simple to adopt an uncritical definition of traditionalism.
Traditionalism usually is, to some degree, contrived and deliberately designed
to maintain stability. Another Middle Eastern monarchy – that of Reza
Shah II in Iran – could scarcely be seen as traditional at all, although this
partially explains its undoing. In 1979, the Shah was overthrown by religious
fundamentalists, who did not believe that he was traditional enough.
Most observers have attributed the survival of the Saudi and Gulf
monarchies less to the legitimation produced by traditional values than
to the neo-patrimonial allocation of resources in oil-rich countries (see
Crystal, 1990). In other words, oil money is recycled through these
societies as a result of essentially personalist decisions made by the ruling
families. The money clearly alleviates social discontent. The deliberate
arbitrariness and unpredictability of a system that depends upon
individual decision-making creates some degree of insecurity within civil
society. As a result, people who need access to public money are less likely
to try to organise themselves in order to demand their rights or oppose the
government. The objective of all of this from the viewpoint of the rulers is
not so much to build political institutions as to avoid the need for them,
although family networks remain.
Monarchical systems can, however, undertake the transition to democracy.
Sometimes this may occur because of the will of the monarch. A notable
example of this occurred in Spain after 1975 when King Juan Carlos made
a determined attempt to ensure that his country adopted democratic
principles. Although there were some anxious moments, in the end the
transition to democracy was a clear success. When this happens, it is likely
that the country will retain a constitutional monarchy. Such a system can
remain a surprisingly popular form of government as long as the monarch
does not seek to undermine the principles of the constitution. At other
times, though, monarchs have been opposed to democratisation and have
either prevented it from happening or else have fallen from power under
pressure from forces demanding change. The most spectacular recent case
was the fall of the Shah of Iran in 1979. Since it is hard to think of a smooth
and sustained transition to democracy that has also involved the overthrow
of a monarchy, it is likely that democratic prospects are enhanced when the
monarch supports democratic transition rather than opposes it.
Military government
Military rule, like monarchy, is a more complex form of government than it
may at first seem. It may indeed appear coercive and repressive. After all it
might be said that the whole point of military rule is to introduce policies
and forms of governance different from those the people would choose
if they could. Often, it is true that the whole purpose of military rule is
to block democratic government. Some significant exceptions to this rule
do exist, however, and the question of how military rule can give way to
democratic government is complex.
Sometimes the military itself initiates democratisation. This may happen
because military rulers have got into difficulties and seek some form of
extrication. Commonly, a military withdrawal from power occurs on the
implicit basis that it could be cancelled or reversed later on. Military
officers may be more willing to hand over power to civilians if they think
that the new arrangement may only be temporary. Of course, if democracy
is to survive, any expectation that the military is handing back power
temporarily will have to be changed at a later date. This is, to a degree,
what happened in Latin America in the early 1980s. Many officers who
42
Chapter 3: Non-democratic systems and the transition to democracy
personalistic than the majority. However, this does not alter the fact
that they were overthrown by force. Nicaragua, after a flirtation with
communism, eventually evolved in the direction of democracy; Cuba
remains authoritarian. In other cases, political change has been precipitated
by defeat by an external force. The Argentine military government fell in
1982–83 following a military defeat by the UK, and democracy returned to
Panama after the USA invaded and deposed General Noriega in 1989.
Activity
List the main real-world cases that involved democratisation of monarchical systems and
the democratisation of military governments.
44
Chapter 3: Non-democratic systems and the transition to democracy
Transitions to democracy
It is difficult to theorise about democratic transition on the basis of logical
deduction about the strengths and weaknesses of non-democratic forms
of rule – so many different possibilities exist. Moreover, subjective factors
– such as whether particular individuals prefer democracy or distrust it –
may matter as much as objective conditions.
Attempts have been made to discuss democratic transition in more general
terms, however.
• A first influential approach is based on ideas about class power and
state power.
• A second approach is based on ideas of economic change and assumes
that democratisation is associated with economic progress. This kind
of approach – known as modernisation theory – is also discussed in the
next chapter. It is important to note, however, that a number of quite
poor countries have democratised since 1985, and that this is something
that modernisation theory on its own would have failed to predict.
• A third approach refuses to consider general ideas and puts a lot of
emphasis on the detail of individual cases (see di Palma, 1990). If 50
countries have democratised in the past 15 years, there are likely to
be 50 different combinations of factors responsible. This approach
is valuable as a corrective, and it reminds us that democratisation is
something that has to be brought about by political practitioners: it does
not just happen by itself. Yet, if there were no general influences, one
would expect democratisation to be something of a random process.
In point of fact, democratisation has generally occurred in waves rather
than as a set of random events. We do need, therefore, to consider changes
in international politics. These are not the only relevant factors, but
they clearly matter and they are capable of being analysed in reasonably
general terms.
45
86 Democracy and democratisation
Notes
46
Chapter 4: General theories of democratisation
Learning outcomes
This chapter should give you a broad understanding of the way in which
the works discussed provide theories for democratisation. By the end of
this chapter and the relevant reading, you should be able to:
• explain what the central logic of each of the main arguments is
• list the main principles of classic modernisation theory
• outline the main points made by critics of classic modernisation theory
• explain why some authors have believed that there is an affinity
between modernisation and democratic government
• describe and explain the main weaknesses of approaches that seek to
explain political change primarily in social or economic terms
• list and explain the main principles of Moore’s argument in respect of
the social origins of democracy
• discuss the key variables identified by Rueschemeyer et al. as being
helpful to and negative for democratic transition
• explain the main criticisms of both Moore’s and Rueschemeyer’s work
• explain what Fukuyama intends us to understand as ‘the end of history’
• explain why Huntington is sceptical about the spread of democracy to
the Middle East.
Essential reading
Fukuyama, F. The End of History and the Last Man. (London: Penguin, 2006;
reprint edition) [ISBN 9780743284554].
Huntington, S.P. ‘The Clash of Civilizations?’, Foreign Affairs, S93, 72(3) 1993,
pp.22–49.
Lipset, S.M. Political Man: the Social Bases of Politics. (London: Heinemann,
1983) [ISBN 9780801825224].
Moore, B. The Social Origins of Dictatorship and Democracy: Lord and Peasant in
the Making of the Modern World. (London: Penguin, 1967; reprint edition
1993) [ISBN 9780807050736].
Rueschemeyer, D., E. Stephens and J. Stephens Capitalist Development
and Democracy. (Chicago: University of Chicago Press, 1992) [ISBN
9780226731445].
47
86 Democracy and democratisation
Further reading
Diamond, D. and M. Plattner The Global Resurgence of Democracy. (Baltimore:
Johns Hopkins University Press, 1996) second edition [ISBN 0801853052].
Gill, G. The Dynamics of Democratisation. (Basingstoke: Macmillan, 2000)
[ISBN 0333801970].
Mann, M. Sources of Social Power: Volume 2, The Rise of Classes and Nation
States 1760–1914. (Cambridge: Cambridge University Press, 1993)
[ISBN 052144585X].
Skocpol, T. (ed.) Vision and Method in Historical Sociology. (Cambridge:
Cambridge University Press, 1984) [ISBN 0521229286].
Vanhanen, T. Prospects for Democracy: a Study of 172 countries. (London:
Routledge, 1997) [ISBN 041514406X or 0521297249].
Whitehead, L. (ed.) The International Dimensions of Democratization: Europe
and the Americas. (Oxford: Oxford University Press, 2002; revised 2005)
[ISBN 0199243751].
Introduction
So far, we have discussed how we define and understand democracy and
how we understand cases of semi-democracy and democratic transition.
This chapter looks at some rather ambitious theories that seek to explain
why some countries are democracies and others are not. It is not at all
clear that such theories can ever be completely successful. A good place
to start, therefore, is by asking what the purpose of such theorising is and
what we can hope to learn from it.
Historical approaches
One approach is historical. We look at the course of history to try to
find key junctures in the evolution of democracy. We try to explain
why democratisation occurred in particular cases. If there are enough
similarities, we try to generalise. Historical approaches (usually) look at
a few cases in detail, seeking to establish findings from carefully focused
comparisons. They are more powerful than statistical approaches in
gaining insights into particular cases, and they may produce ideas that
can subsequently be tested statistically. They are also better at explaining
anomalous or different outcomes, and they might also be better at asking
nuanced questions. As we saw in Chapter 2, not every country in the world
is either wholly democratic or wholly undemocratic.
However, we still come up against the limits of inductive reasoning. In other
words, even if we suppose that the initial theory met all of the historical
facts, it might not necessarily continue to do so in the future. The relevant
conditions may have changed. The act of theorising about politics may
possibly change the way in which we think about and act in politics – and this
may itself change our behaviour and its consequences. The Greek philosopher
Heraclitus pointed out that ‘no man jumps into the same river twice’.
Statistical approaches
Another approach is statistical. We look at countries that are democracies
and those that are not. We try to find correlations that indicate what the
countries in each of the different categories have in common. Statistical
truth is a matter of probabilities. A statistical approach can indicate
the strength of relations between certain selected variables and others.
There may well be exceptional cases, but these need not be a problem. A
statistical relation has to be significant, but not perfect. It is not intended
to replace the detailed study of particular cases, but to supplement it.
48
Chapter 4: General theories of democratisation
Here, too, we have the same problem of inductive reasoning. For example,
in 1985, very few African democracies existed, and since Africa is on the
whole a poor part of the world, it was reasonable to suppose that poverty and
non-democracy went together. In 1998, however, 22 African countries were
authoritatively counted as new democracies. Much less of a statistical relation
between affluence and democracy now exists. It may be, of course, that some
of these African democracies will eventually break down, but we have no real
means of knowing whether or not this will happen. All we can say is that a
statistical relation that seemed robust enough as recently as the mid-1980s
may no longer work. The world is in a constant process of change.
49
86 Democracy and democratisation
Literacy
Sometimes, as in the case of Lipset’s work (1959; 1983), various kinds of
argument are run together. One of these has to do with the role of literacy
in democracy. The key point is that, once societies reach a certain size and
sophistication, the written word becomes crucial in the communication of
information. The outdoor assembly may have been feasible in a small city-
state, but could not serve much of a purpose once a country’s population
reached tens of millions. Much political argument takes place through
the written word – in pre-televisual days, almost all of it did. How could
a voter be expected to assess a complex economic argument if he or she
could not read?
This theory is appealing, but the relation between literacy and
development is not perfect. India is a good example of a country that
has remained democratic since independence despite the existence of
significant illiteracy. Better evidence shows that the relation works in the
opposite direction. High levels of literacy and a good educational system
50
Chapter 4: General theories of democratisation
Urbanisation
Another factor that has been regarded as important for the development of
democratic systems is urbanisation. From the beginning of time until the
nineteenth century, most of the world’s population was rural. Britain was
the first country to urbanise extensively. Although the British Industrial
Revolution dates from the beginning of the nineteenth century, the rate
of social change increased radically from the development of the railways
in the 1830s and 1840s. It was only in the later part of the nineteenth
century that the majority of the British population was urban based. By
the same token, urbanisation took place even later in the main countries
of Europe and in the USA. Most present-day first world societies only
acquired urban majorities in the early part of the twentieth century.
Since around 1800, an increasing proportion of the world’s population
is to be found in urban areas. The pattern of urbanisation has spread
from First World countries to parts of the world that are still considered
relatively less developed. Latin America had a rural majority in the 1950s
and reached the 50 per cent urbanisation rate some time during the 1960s.
It is now heavily urbanised. Urbanisation is now taking place across Africa
and Asia, including – at a very fast rate – China.
Why should cities be associated with democracy? Modernisation theorists
have argued that the urban voter is less deferential than the rural one. It
is certainly true that established churches, where they are strong, tend to
find greater followings in rural than in urban areas. By the same token,
socialist and communist parties have almost always performed better in
urban than in rural areas.
It has been argued that urban voters communicate more with people like
each other and less with people in different class situations. It is possible
that the anonymity of urban life can allow somewhat greater personal
independence, which might in turn encourage greater political activism.
Moreover, the greater possibilities for socialisation in urban areas might
allow the urban poor to appreciate the distinctiveness of their situation
rather than defining their interests in terms of a dominant value system.
Urban mobs are less likely to be deferential and more likely to be radical.
Well-attested historical examples certainly point to cases in which
established power was challenged in the cities, but found support in the
countryside.
It would be a mistake, however, to regard country dwellers everywhere as
naturally conservative. Moore (1967), discussed later in this chapter, calls
some of these assumptions into question. Where there have been major
social upheavals – for example, the French and Russian revolutions – rural
rebellion was an important part of the process. It might be more accurate
to say that country dwellers are not natural social democrats in the way
that the urban working class was once reputed to be. Country dwellers
might organise their political lives around particular collective demands
– for example, for the redistribution of land or for a particular form of
national self-determination – that simply do not easily fit into the world’s
views of urban social democrats.
51
86 Democracy and democratisation
Diffusion of power
A broader version of modernisation theory – one that features in the work
of Vanhanen – suggests that democracy is associated with the diffusion
of power. Modernisation theorists generally believe that the process of
economic development would itself tend to diffuse power within a society
and therefore undermine the position of ‘traditional’ elites. As society
became more sophisticated, the distribution of power would become
broader, even without political change. Under these circumstances, a
traditional elite would find that it no longer held all the levers of power
within its own society. Control over resources, particularly financial
resources, would be extended to a wider section of the population, with
the result being that the middle classes and others would be better able to
assert their right to political representation through democratic means.
It is certainly true that there are European cases in which the power of
money was used to ensure that monarchical or aristocratic rulers became
more accountable to the people. When the Duke of Wellington tried to
maintain the old semi-monarchical political system in the early 1830s
against demands for reform, some of his opponents tried to organise a
run on the banks. ‘To stop the Duke, go for gold’ was the slogan. This
version of modernisation theory is rather bland, however. Political power
is generally transferred significantly, when it is so transferred, through
active contestation rather than through the slow diffusion of power via the
increased complexity of society – although diffusion may change the odds
attached to the outcome of particular conflicts.
Economic criticisms
Left-wing and right-wing critics challenged some of the main premises of
modernisation theory during the 1960s and 1970s. On the Left, doubts
were expressed as to whether modernisation was actually occurring in
many parts of the world. In Latin America, where these doubts were
elaborated in their most sophisticated form, so-called dependency theory
suggested that the developing countries would be unable to catch up with
First World countries, because they lacked sufficient economic power.
Ironically, these doubts were being expressed at a time when many parts
of the developing world – Latin America and East Asia in particular – were
doing fairly well. By the early 1980s, it appeared as though dependency
theory could be dismissed as empirically false. Yet the data, which had
seemed at one stage to refute dependency theory, has more recently shown
how difficult it is for poor countries to catch up economically with rich
countries. Although a number of Asian economies have enjoyed a positive
economic performance during the 1980s and 1990s, this was not generally
true of Latin America, Africa, the Middle East, eastern Europe or the
former Soviet Union. With only a small number of exceptions, the world is
now very clearly divided into a number of quite rich countries and a larger
number of quite poor countries.
It is likely that many people in poor countries find the slowness of any
improvement in their material conditions frustrating. Between 1995 and
2001, survey evidence from Latin America showed a considerable increase
in disenchantment with democracy. This correlates with - and may well
be explained by - the experience of significant economic setbacks. While
traditional dependency theory was too pessimistic about the economic
prospects of poor countries, modernisation theory may well have been too
optimistic.
52
Chapter 4: General theories of democratisation
Social criticisms
Critics of modernisation theory are also sceptical as to whether the
‘modernisation’ experience of First World countries could be replicated in
socio-economic terms in a different world order. A hundred years ago, the
mark of a country experiencing successful socio-economic development
was the existence of a large working class made up of manual labourers.
This was a powerful social force that acted mainly in favour of social
democracy. Today, First World countries no longer have a large traditional
working class – poor people certainly are present, but the link established
by early twentieth-century sociology between mass production,
proletarianisation, poverty and potential economic power can no longer be
made (Rueschemeyer, 1992). In most advanced economies, only around
one-quarter of the workforce is engaged in manufacturing, and some of
this is actually quite well paid. Similarly, in developing countries, typically
only a minority of the workforce is engaged in manufacturing production,
although there are exceptions.
International criticisms
Democratisation also clearly relates to international factors. It is clearly
the case that some countries, by virtue of their geographical position, are
heavily dependent upon more powerful neighbours. This may make it
difficult for them to adopt autonomous political strategies unwelcome to
them. For example, the countries of eastern Europe between 1945 and
the late 1980s had little choice but to adopt some form of communism
because of the will of the then Soviet Union. Hungary in 1956 and
Czechoslovakia in 1968 were actually invaded because the then Soviet
Union feared that they were about to abandon communism. The USA,
which prior to around 1977 often supported non-democratic regimes,
subsequently changed its foreign policy to support democracy. This
certainly had a major impact on the subsequent democratisation of most
of Central and South America.
Demographic criticisms
Historically speaking, it can be observed that a number of countries
underwent unsuccessful experiments in democracy before democratic
government was finally installed. In many cases, democratic breakdown
occurred well after the serious beginnings of economic development.
Democracy failed (temporarily) in Germany, Spain and Argentina in the
1930s and in Portugal and Italy during the 1920s. Of all the developed
democracies, only a very few (the USA, Britain and some British
Commonwealth countries, and Switzerland) have a record unbroken by
some form of crisis or democratic breakdown, and the USA had its own
civil war between 1861 and 1865.
It is almost a truism within conservative social thought that social
transformation can be stressful. It has been suggested that these stresses
were themselves likely to make it very difficult to establish democratic
institutions. It is also true that a tradition in European sociological
thought, associated particularly with Emile Durkheim, related rapid social
change to social breakdown (although Durkheim was not primarily a
political theorist as such).
The role of population growth plays an important part in the argument.
A quick look at the demographics of development might help here. Poor
and traditional societies have high birth rates and high death rates.
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86 Democracy and democratisation
Because infant and child mortality is very high, parents tend to have many
children, in the hope that some will survive to support them in their old
age. There is little education, so the cost of raising children is relatively
low: they are expected to start some form of work at the age of six or
seven. When serious development begins, however, the level of infant and
child mortality is likely to fall sharply. These factors are very responsive to
changes in the level of income.
The parental generation will not immediately change its reproductive
behaviour, even though the rate of child mortality is falling. Thus, the birth
rate remains high, even though the death rate may be decreasing and life
expectancy rising. As a result, a predominantly young population comes
into being. It will not be long before the younger generation itself reaches
the age of parenthood, and a disproportionately high young population
then reinforces itself by producing further children.
A rapidly growing population is socially disruptive, increasing the pressure
on relatively fixed amounts of land. Population growth, therefore,
adds to conflict over land tenure, and a disaffected peasantry can be a
powerful catalyst to radical social change. Another consequence of a rising
population is likely to be an accelerated drift to the cities. Conservative
social theorists have sometimes seen the city as a source of political
alienation and disaffection. What they see as the ‘natural’ or ‘organic’ ties
of rural life are replaced by a kind of rootlessness, which may lead lonely
or socially dissatisfied people to drift into politically extremist movements
out of a desire to find solidarity and comradeship. The existence of
extremist movements with popular appeal has been seen as one of the
factors behind the breakdown of political institutions.
A further consequence of a growing population, and rising living
standards, occurs higher up the social scale. As development occurs and
the size of the middle classes increases, so competition for university
places becomes more intense. Sometimes, universities respond by adopting
a conservative policy on admissions; at other times, under political
pressure, they expand in order to take in more students. This expansion
is not necessarily accompanied by better teaching or more money for
facilities. The result is that students often fail to graduate or find that
they have little to offer a potential employer upon graduation. This leads
to discontent, and radical political forces have often been able to recruit
extensively from the student/bohemian sub-culture of young people who
may be unable to break into the fully middle-class world. A very good
recent example of such a political force is Peru’s communist Sendero
Luminoso, which was very active in the 1980s and early 1990s.
54
Chapter 4: General theories of democratisation
Activity
In conjunction with the reading in this chapter and Chapter 5, consider three cases of
democratic breakdown or near breakdown. Ask how far modernisation theory arguments
would have predicted them. Use the arguments of both Lipset and Vanhanen.
56
Chapter 4: General theories of democratisation
When Moore wrote his book in the mid-1960s, the former Soviet Union
was still a socialist empire. Today, Russia is a (somewhat precarious)
democracy. By the same token, Germany was, in 1966, divided between
a communist East and a capitalist West. Its Nazi years were barely 20
years in the past. Under these circumstances, it might have been quite
reasonable for Moore to categorise the history of both of these countries as
non-democratic – but can the same observation still hold good today?
It is certainly an important question to ask why Russia underwent a
non-democratic revolution in 1917 and why democracy did not take
hold in Germany before 1945. There were no doubt historical roots to
non-democracy in both countries, although shorter-term factors such as
the disastrous experience of both during the First World War also need
to be considered. History does not stand still, however, and from today’s
perspective the most important features of Russia and Germany may be
seen to be the fall of communism and Nazism, respectively. Germany’s
Nazi experience, although it certainly affected millions of lives, is not a
guide to German politics today.
Returning to Moore’s argument, the main hypothesis to explain the
different political evolution of these various countries has to do with
the role of the bourgeoisie during the period when agriculture becomes
commercialised. When the bourgeoisie defines its interests in opposition
to the land-owning class, the result is likely to be democracy. When it
forms an alliance with them, the result is non-democracy, because of the
emergence of labour-repressive forms of agriculture that prevent the
opening up of politics.
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86 Democracy and democratisation
The point of the Cleopatra’s nose theory is that history can give rise,
in principle, to almost any number of arbitrary ideas about causation.
Historical sociologists may choose to interpret the course of events in
terms of:
• economic factors
• demographic factors
• the role of nations and nationalism
• the character of class conflict
• the rise and decline of organised religion
• the role of the state
• the progress of medical science
• or virtually anything else.
How is one to choose between conflicting interpretations?
One possible solution is to try to deal, in principle, with virtually
everything. Professional historians try to take a very wide range of factors
into account when attempting to explain events – sometimes they avoid
explanation altogether. Moore, however, mostly ignores factors that he
does not wish to emphasise. Little in his analysis considers the role of
the state, the rise of empire and the effect of war. Yet, these are crucial
elements in the evolution of early modern and, indeed, twentieth-century
Europe. It must also be admitted that Moore’s history, as such, is flawed
in places. Flawed history, like arbitrary explanations of causality, is an
occupational hazard for historical sociologists. The problem is that any
scholar starting with a framework will be tempted to make the available
facts fit that framework – whether or not they easily do so. Many
historians would dispute, for example, that there were neat class factors
behind the English Civil War, or that the ‘Glorious Revolution’ of 1688
represented any kind of defeat for the traditional landowner classes.
58
Chapter 4: General theories of democratisation
60
Chapter 4: General theories of democratisation
61
86 Democracy and democratisation
Nor was this just a matter of authoritarian control. Juan Peron won
contested and fair presidential elections in Argentina in 1946 with the
willing support of the leaders of organised labour. Rueschemeyer et al.
are left with the observation that the working class is democratic when it
is democratically led and that it can, under these circumstances, make a
contribution to the establishment of democracy. This argument is probably
true, but it is very modest. It becomes even more modest when set beside
these authors’ admission that working-class politics mattered far more to
democratisation in Europe than it did in South or Central America.
A further question needs to be asked about the argument that
Rueschemeyer et al. develop. This has to do with historical specificity or, to
put the matter differently, whether there can be (or is) any general pattern
to which most cases of democratisation can be expected to correspond.
Even if it were true that the working class played a major role in the
transition to democracy in (say) nineteenth-century Britain, then why
should this also be true of the transition to democracy in Peru or Chile?
Moore admits that his own argument does not translate very easily, if at
all, to the history of the countries that he does not specifically analyse.
Rueschemeyer et al. do attempt to go beyond Europe, and a significant
part of their work is taken up with a discussion of Latin America. As
noted above, these authors conclude in any case that the role of the
working class in democratic transitions was much less in Latin America
than in Europe. They tend to conclude, therefore, that the democracies
in these countries are less firmly established. It is not clear, however, that
the conclusion follows from the argument. It is logically possible that
the different combination of forces that lay behind the stabilisation of
democracy in South America (with a far stronger middle-class role) could
turn out to be as effective in its own historical context as the very different
combination in Europe.
62
Chapter 4: General theories of democratisation
Activity
Read Rueschemeyer et al. (1992) carefully and list all of the countries in which the working
class was regarded as the most important force making for democratisation. Make another
list of countries in which other factors were regarded as being more important.
Critics of Fukuyama
Fukuyama’s argument has proved controversial. Critics have pointed out that
non-enlightenment philosophies, such as fascism and forms of politics based
on religious belief, were by no means absent in the twentieth century. This
criticism calls into question the idea that human history is governed by some
ideational notion of rationality or abstract human preferences for one system
of government over another. One cannot deny altogether that politics in the
past century has involved a conflict of ideas, but it has involved a battle for
power as well. Fukuyama’s critics have also pointed out that liberal capitalism
may not necessarily be as successful an economic strategy in poorer countries
as it has been in the USA. Some countries might have adopted democracy
out of an over-optimistic view of its economic benefits, and they may turn to
alternatives if it becomes clear that these benefits are not forthcoming.
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86 Democracy and democratisation
In defence of Fukuyama
Nevertheless, Fukuyama’s approach does have some advantages. It is clear
that democratic values do have a genuine appeal to people. This does not
mean that democracy can easily be introduced against the wishes of powerful
non-democrats or anti-democrats; however, the observation that democracy
requires committed democrats is true, and it shows that such people do exist
in the real world. Beyond doubt, many people genuinely see democracy
as a desirable form of government, because they see its characteristics as
inherently attractive. For this reason, democratic breakdown in established
democracies has been rare. Democratic breakdowns in countries that have
become democratic since around 1975 have been comparatively few. We
might regard these systems as new democracies, and only a handful of
them have given way to overt systems of authoritarianism. It is also clear
that public opinion surveys do show a high, or at least a reasonably high,
commitment to democracy on the part of electorates in new democracies.
Fukuyama is surely right to state that democracy is both an intellectually
appealing and a popular form of government.
64
Chapter 4: General theories of democratisation
Activity
List the most important countries within each of Huntington’s civilisations. Cross-reference
them to Vanhanen’s indicators of power resources. Consider which of the two notions – power
resources or civilisations – best explains whether these countries are democracies or not.
65
86 Democracy and democratisation
66
Chapter 5: Threats to democracy, democratic breakdown and the prevention of democratic breakdown
Learning outcomes
By the end of the chapter and the associated reading, you should be able to:
• discuss the main explanations given by scholars for democratic
breakdowns – when these have in fact occurred – and for the non-
occurrence of democratic breakdown in wealthy democracies
• explain what the main theories of democratic breakdown are, and how
they relate to one or more specific examples
• examine how far class factors can be said to have influenced anti-
democratic right-wing interventions in countries such as Spain and Chile
• explain why some people think that authoritarianism is more
economically efficient than democracy
• outline why democratic stability has so far remained the normal case in
First World democracies.
Essential reading
Galbraith, J.K. The Culture of Contentment. (London: Sinclair-Stevenson, 1992)
[ISBN 9781856191470].
Rueschemeyer, D., E. Stephens and J. Stephens Capitalist Development
and Democracy. (Chicago: University of Chicogo Press, 1992) [ISBN
9780226731445].
Further reading
Bull, M. and P. Newell (eds) Corruption in Contemporary Politics. (Basingstoke:
Palgrave Macmillan, 2003) [ISBN 0333802985].
Buxton, J. The Failure of Political Reform in Venezuela. (Aldershot: Ashgate
Publishing Group, 2000) [ISBN 0754613461].
Diamond, L. et al. (eds) Consolidating the Third Wave Democracies. (Baltimore:
Johns Hopkins University Press, 1997) [ISBN 0801857953].
Fukuyama, F. The End of History and the Last Man. (London: Penguin, 2006;
reprint edition) [ISBN 0743284550].
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86 Democracy and democratisation
Introduction
We are no doubt fortunate that there has been no case of democratic
breakdown in any First World democracy since 1945, although France
came close in and just after 1958, and there was a failed coup attempt
in Spain as recently as 1981. In order to study democratic breakdown,
therefore, we have to look further afield. There were many examples
of democratic breakdown in Europe in the 1920s and 1930s, when
a considerable number of weak democracies were replaced with
authoritarian or outright fascist systems. Democracy also broke down in
Greece in 1967, and several incidences of military involvement in Turkish
politics have occurred since 1945. A number of military coups took
place in South America, even in the most politically sophisticated and
economically developed countries of the region, such as Argentina and
Chile. Democracy has also broken down more often, though not invariably,
in poorer Third World countries, such as Pakistan and Zimbabwe.
As with the readings discussed in the last chapter, scholars have
approached the question of democratic breakdown in two different ways.
1. The first approach has to do with general theories. An evident premise
behind Fukuyama (1992) is that democracy should not break down
once it has been properly established. Vanhanen (1997) also claims that
democracy is here to stay in countries whose index of power resources
has passed a certain threshold. These theories seem fairly optimistic,
but it has to be said that they have not yet been falsified. Relatively
wealthy countries can face democratic crises, but this need not lead
to democratic breakdown. This kind of theorising, of course, does not
help much when considering the possible futures of poor countries
that have democratised since the 1970s. It does explain, though, why
scholars have on the whole paid less attention to discussing democratic
breakdown than they did a generation ago.
2. The second approach is to look at the actual or possible appeal of
non-democratic forms of government. We should not look only at the
defeat of democrats without considering the victory of non-democrats.
At various times in the past, fascism and communism appeared to
many people – including some intellectuals in wealthy countries – to
be attractive models. This is no longer the case. Today, the appeal
of potential alternatives to democracy – fundamentalist Islam and
developmental dictatorship – is more limited. In places where
democracy performs really badly, however, people might reject it on
pragmatic grounds, without necessarily accepting any authoritarian
ideology. It could possibly be argued that the most dangerous figures
68
Chapter 5: Threats to democracy, democratic breakdown and the prevention of democratic breakdown
69
86 Democracy and democratisation
Good examples of each of these two extremes come from Latin America.
The overthrow of President Allende in Chile in 1973 was the result
of social polarisation following on from excessive social conflict. The
coup attempts in Venezuela in 1992 (which failed narrowly) show that
democracy can also be vulnerable to atrophy, policy failure and a general
sense of futility. The Venezuelan case also provides an example of a
country in which democracy might have broken down but has so far
narrowly survived. This is an obvious point of contrast.
Chile in 1973
The Chilean case is fairly well known. Of all the countries in Latin America, Chile had,
in 1970, one of the most overtly institutionalised democracies (Rueschemeyer, 1992).
There had been a brief experiment with military rule in the late 1920s, but the Great
Depression set in motion a series of developments that forced the military from power.
From the early 1930s onwards, there were regular elections and alternations in power –
there were socialists in the Chilean government as early as 1939. Despite the banning
of the Communist Party for a decade at the height of the Cold War, there was enough
consistency in the electoral process to convince some observers that democracy in Chile
was fully established.
Two more ominous trends lay below the surface, however.
1. One trend was the expansion of political participation. The alternations in power of
the 1930s and 1940s took place in a country with relatively few electors. Women
were not given the right to vote, and there was an illiteracy disqualification as well.
This meant that only a minority – though a substantial one – could vote. During the
1950s and 1960s, the suffrage was extended to cover virtually everybody. Six times as
many Chileans voted in 1970 as in 1952.
Although it is not necessarily ominous for the electorate to expand in an existing
democratic context, the process clearly introduces some dangers. It might be that
the demands of new electors, or organisations that compete with each other for
the popular vote, could damage existing institutional arrangements. In retrospect,
observers of Chile in the 1950s were too complacent about what might happen as
the franchise became less and less restricted.
2. The other key trend was the relative decline in the Chilean economy. During this
period, Chile was heavily dependent on copper exports and suffered for this
dependency. Copper was losing ground to aluminium in the world economy, and
countries other than Chile were rapidly increasing their output of copper. Meanwhile,
the international price of copper fluctuated greatly (as it still does today). All of this
engendered a politics of frustration, as the high expectations of Chileans in the post-
war years were not met. This encouraged many Chileans, and their leaders, to look for
ever more radical solutions to their country’s problems.
Under these circumstances, Salvador Allende won the Chilean presidential elections in
1970 as the Socialist candidate. He was the head of a four-party coalition within which
there was considerable tension between the reformist and the revolutionary wings.
Allende himself never seems to have made up his mind between the two, thus enabling
his political enemies to portray him as a revolutionary. Allende inherited a weak economy
and mismanagement made it much worse. Economic decline and political tension
then reinforced each other and set off a spiral of events that led to the intervention
of the military in September 1973. The military dictatorship that replaced the Allende
government was particularly brutal, and many thousands of Chileans lost their lives in the
resulting repression.
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86 Democracy and democratisation
General explanations
Class conflict
For a number of scholars – many, though not all, of them writing within
the Marxist tradition – class conflict provides an important explanation for
democratic breakdown (see Rueschemeyer, 1992). It is certainly true that
some of the most notorious destroyers of democracy – Franco in Spain,
Pinochet in Chile and Papadopoulos in Greece – were concerned above
all with destroying challenges to the existing order from the left of the
political spectrum. Class conflict was certainly an important explanation
of the coup in Chile. It played no significant part in events in Venezuela,
however, and is evidently not an essential ingredient in any threat to
democracy.
Those who argue that class conflict is a primary factor in explaining
democratic breakdown in general need also to explain why it has not
had this effect in other parts of the world, such as the UK, France
or Scandinavia. In the last chapter, we considered the arguments of
Rueschemeyer et al. to the effect that the working class tends to be pro-
democratic in its orientation. If this is broadly true, then why should class
conflict lead to the overthrow of democracy?
There are two compelling reasons why we would not expect working class
assertiveness to lead to the collapse of democracy.
1. The first reason is economic. We have already seen that capitalism does
have the capacity to raise the living standards of ordinary people via
the normal process of economic growth. Why should an employing
class, faced with potentially militant workers, not simply buy them off
by offering pay increases or selective opportunities for promotion, and
why should a working class not accept such inducements?
2. The second reason is political. When class polarisation has occurred,
the workers have almost invariably lost. The number of Marxian
working class-led revolutions currently stands at zero, and no new
revolutions (of this kind) in industrial countries are expected soon.
Every successful revolution in history has involved a significant degree
of involvement from rural forces and at least some from the urban
middle class. Twentieth-century revolutions also involved some kind of
‘vanguard’ political leadership, which exploited rather than represented
its social supporters. So why should the working class precipitate class
confrontation when it has little prospect of victory and every likelihood
of defeat?
One possible answer is that what matters is the political leadership of
the working class rather than its structural political characteristics as a
class, always assuming that this is something that can actually be said to
exist. When labour movements were in the hands of moderate politicians,
democracy was not in danger. When there was a significant communist
or ‘ultra’ leadership, however, this might have been a different matter.
Communist or other revolutionary forms of politics were influential in
the political composition of the Weimar Republic in Germany, the Popular
Front in Spain and Popular Unity in Chile. All of these were overthrown
by right-wingers. By the same token, the Bolshevik vanguard in the former
Soviet Union did successfully make a revolution, but this resulted in a
Stalinist dictatorship.
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Chapter 5: Threats to democracy, democratic breakdown and the prevention of democratic breakdown
In other words, the key issue may be conflict rather than class. We cannot
safely deduce whether social differences in any particular society will lead
to conflict. This depends upon how these differences are interpreted, how
society is organised and how the most important social organisations are
led. These factors can be observed, but they cannot be deduced from a
country’s socio-economic characteristics. Ideas about politics, international
developments and pure contingencies matter as well.
It may also be that class conflict, while important, was by no means the only
factor in democratic breakdown in countries where this has taken place.
Additional reasons seem to have contributed to democratic breakdown in
both Spain and Chile. The religious issue should not be ignored – Marxism,
as a political movement, was not just about equality, but was about atheism
as well. The Marxism prevalent in Spain in the 1930s and in Chile in the
1960s was aggressively anti-clerical. This led to hostile reactions from
people who might not have been so threatened by the purely economic
aspect of what the left-wing governments were proposing. In point of fact,
the campaign on which Allende fought the 1970 elections in Chile was not
significantly different from the campaign of Rodmiro Tomic, the leader of
the left wing of the Christian Democratic Party. Tomic’s radical Catholicism
might, however, have been more acceptable to moderate Chilean
conservatives than Allende’s Marxist atheism.
International influences
International issues were also important in the cases of Chile and Venezuela.
The Cold War was clearly an important influence in the Chilean case. The
US government actively sought to encourage opposition to Allende, and it
played a significant – though probably secondary – part in his overthrow. In
Venezuela, the USA was opposed to a coup and made its opposition clear.
Comparative politics tends to operate on the assumption that most people
live in a world of effectively independent countries. In practice, however, a
significant proportion of the world’s population (though a much diminished
one by comparison with a century ago) cannot choose its government
without some reference to the wishes of one or more powerful neighbour.
In the past, heavy international involvement was mostly negative from
the point of view of democratic stability. This might sometimes have been
because a powerful neighbour was simply opposed to democracy in a
satellite country. This was largely the case in eastern Europe until 1986.
It might also have been that hostility to a powerful neighbour built up to
a point where a domestic dictator could achieve power and popularity by
asserting the national identity of his country. This was very much the case
in Cuba with Castro, whose successful defiance of the USA played a key
part in his consolidation of power.
International pressures in recent years, however, have been self-
consciously supportive of democracy. One important reason for the
stabilisation of democracy in Spain after the death of Franco in 1975 was
the desire of much of the Spanish elite to enter the European Community.
This factor may also have played a part in the stabilisation of democracy
after the fall of the Colonels’ regime in Greece in 1974. Since the mid-
1980s the US preference for democratic governments within Latin
America may well have warned off potential military coup leaders in
particular countries. It is entirely possible that this was the case in respect
of Venezuela during the 1990s, when on three separate occasions the US
government publicly declared its opposition to a coup.
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86 Democracy and democratisation
Policy failure
Many theorists of democracy have tended to take it for granted that a
country is likely to achieve material progress if it:
• adopts liberal capitalism as an economic system
• adopts democracy as a form of government
• gives due weight to technocratic expertise in policy-making.
From the economic viewpoint, however, the performance of newly
installed democratic governments in many regions of the world – in
Africa, the former Soviet Union and Latin America – turned out to
be disappointing (during the 1990s, at least). Will people become
disillusioned with democracy if democratic governments perform poorly
in policy terms? Disillusionment with democracy as a result of severe
corruption and policy mismanagement did play a significant part in the
near-breakdown of democracy in Venezuela during the 1990s.
In Latin America more generally, there does seem to be survey evidence that
a failure to progress economically has led to growing distrust of democracy
since the late 1990s. According to a poll reported in the Economist (26
July 2001), the percentage of Argentinians agreeing that ‘democracy is
preferable to any other kind of government’ fell from 77 per cent in 1995
to 58 per cent in 2001. Meanwhile, those who agreed with the statement
that ‘in certain circumstances an authoritarian government can be better
than a democratic one’ rose from 11 per cent to 21 per cent. In Brazil, 41
per cent of respondents clearly preferred democracy in 1995 – this had
fallen to 30 per cent by 2001. Those who preferred authoritarianism under
certain circumstances also declined – but from 21 per cent to 18 per cent.
In Paraguay in 2001, more people preferred dictatorship under certain
circumstances to democracy under all circumstances. This response also
indicated a swing of opinion against democracy.
Activity
When you have specifically read about Chile and Venezuela, look again at the work of
Linz and Stepan on democratic consolidation (1996). How consolidated would you say
that Venezuela was in 1992 and Chile in 1973? What have we to learn from the two
experiences about democratic consolidation as a concept?
Developmental dictatorship?
Mussolini famously claimed that Italian Fascism would make the trains
run on time. History does not really record whether he succeeded, though
his government was clearly a failure on far more important criteria.
Authoritarians do argue, however, that they are more likely to be able
to achieve national progress and prosperity than democrats. How well
founded are these claims?
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Chapter 5: Threats to democracy, democratic breakdown and the prevention of democratic breakdown
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86 Democracy and democratisation
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Chapter 5: Threats to democracy, democratic breakdown and the prevention of democratic breakdown
Conclusion
Democratic breakdown has been unknown in First World democracies
since 1945 (unless we count Greece in 1967 as First World), though it
was relatively common in the 1920s and 1930s. It was relatively common
in semi-industrialised countries, such as Chile, between 1945 and 1980
but has since become much rarer. It is still common, though less so than
it was, in genuinely poor countries such as Zimbabwe and Pakistan. In
some poor countries political elites still believe, with mixed evidence, that
authoritarianism is good for economic progress.
It cannot be taken for granted that this situation will remain unchanged,
especially in respect of semi-industrialised countries. Venezuela has come
close to full-scale democratic breakdown at several points since 1992.
However, the likelihood of democratic breakdown in genuinely First
World democracies seems remote except in consequence of a genuinely
catastrophic event such as nuclear war.
On the whole, positive economic change seems to have reinforced
democracy where this has occurred. Where it has not occurred (and is
not occurring), then democratic breakdown remains a possibility. It could
be triggered by popular rejection of democracy due to policy failure, by
changes in international conditions that might reward non-democratic
leaders, or by class conflict due to frustration at the failure to achieve
economic progress. However, democracy does seem to have won the battle
of ideas, at least for the present, and can be expected to survive in the
majority of the world’s democracies in the absence of severe crisis.
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86 Democracy and democratisation
Notes
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Appendix: Sample examination paper
END OF PAPER
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86 Democracy and democratisation
Notes
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