War and the politics of democratic consent BY IRFAN NOORUDDIN I remember clearly the day just over 12 years ago (Aug. 2, 1990) when Bombay's Mid-Day newspaper announced that Iraq had invaded Kuwait. I was a FYJC (11th grade) student at St. Xavier's College in India and my friends and I spent the remainder of the day in the canteen discussing the ramifications of the day's events (actually we spent every day in the canteen but that's another story). Against the backdrop of Security Council resolutions and Operation Desert Storm we analyzed and critiqued the actions taken by both sides all year long, debating vociferously India's decision to allow U.N. airplanes to use Indian air bases and its participation in U.N. economic sanctions against Iraq (which UNICEF now estimates contributed to the deaths of over 5,000 Iraqi children under five years old a month or over half a million children under five since 1991). The war clouds gather again over Iraq (though the latest news from the United Nations is encouraging) and I am still on a college campus, albeit many miles from the Xavier's canteen. Things are quite different this time around: while life came to a standstill at St. Xavier's and debates about the morality of war could be overheard everywhere, student life at the University appears unaffected by the possibility of a second Gulf War. Thinking about these differing reactions led me to reflect on the relationship between education, democra- cy, and war, and this essay is the result. Political scientists often argue whether democracies behave differently in matters of international relations. One popular theory is that since elected leaders are accountable to insists it will attack Iraq with or without world support (in a the voting public and since these publics are typically against recent interview with Newsweek, Nelson Mandela calls the war (because they are the ones who have to do the fighting) U.S. "a threat to world peace"), we should demand to know democratic leaders avoid conflict unless provoked. Further why. Why Iraq? Why war? Why now? democratic states supposedly have free presses that take the Unfortunately, as Frank Rich put it in a New York Times political leadership to task by asking difficult questions, the opinion piece last Saturday, "to question the president on Iraq answers to which the electorate considers carefully in giving is an invitation to have one's patriotism besmirched." To consent to foreign policy decisions. But a CBS News/New oppose war against Iraq is to attack America, to defend Sad- York Times poll last week found that while just 27 percent of dam, and to ignore the realities of evil in a post Sept. 11 937 respondents nationwide thought the Bush administration world. Is Saddam Hussein evil? Sure. Do the people of Iraq had "clearly explained the US position with regard to possibly.. deserve to be free of Saddam's despotic rule and to govern attacking Iraq," 68 percent approved of U.S. military action themselves democratically? Of course they do. But to believe against Iraq (the poll had a 3 percent margin of erro). Ciealy that Bush-Saddam II will bring peace and democracy to that our theories of democratic consent need serious revisio> accursed country is nayve. Democratic consent cannot be I argue this simple example reveals how shallow de > oc demanded by our leaders but must instead be earned though racy can be, and that true democratic debate is too often open discussions in which all participants have access to all replaced by flag-waving and jingoistic claims of U.S. excep- the fats. Without such free and open discussion, democracy tionalism and supremacy (I offer as local evidence the Daily's is reduced to a procedural exercise blindly completed at the coverage of the Sept 11 anniversary; the national corporate ballt box rather than a substantively consequential form of media is no better). Yet democracies are meant to be govern- government, which is revolutionary in allowing common peo- ments "of the people, for the people, and by the people."' pe t control their own destinies. Of all places, a public uni- What this means is that we, as citizens in a democracy, are versity should preserve this revolution by providing a safe obliged to hold our leaders responsible for their actions rather> ine'ectual space within which it is not just appropriate but than blindly acquiescing in whatever they tell us to believ.: 'r"a>>