The Power of Grassroots Democracy
Pages 796–797
Despite the enormous economic and technological advances of the past 200 years, famine and dire
poverty remain problems in many places. These problems have been particularly severe where
unrepresentative, authoritarian leaders prevent foreign aid from reaching the needy and ordinary
people from achieving self-sufficiency. Self-sufficiency has been further undermined by pervasive
discrimination against women, which has limited their access to education and therefore compromised
economic growth for everyone, men and women alike. The three selections presented here all call
attention to the importance of grassroots democracy and equality in responding to economic and
ecological disasters and achieving at least a measure of autonomy.
On January 1, 1994, a group of mostly Amerindians living in a jungle region in Chiapas, Mexico, took
up arms against the government, calling for a restoration of the principles of the Mexican Revolution
and protesting the confiscation of their land rights. The first document, from the General Council of
the Zapatista Army for National Liberation (EZLN), sought international support for their conflict with
Mexican authorities. In the second selection, "Using Subsidies to Close Gender Gaps in Education"
(2000–2001), researchers for the World Bank found that better education, and especially better
education for girls, improves economic development among the poor. The final selection, from the
Nobel Prize–winning economist Amartya Sen, "Democracy as a Universal Value" (1999), argues that
no major famine has occurred in a democratic country with a free press.
Primary Source 21.1
Declaration of War against the Mexican Government (1993), EZLN
We are a product of 500 years of struggle: first against slavery, during the War of Independence
against Spain led by the insurgents; afterward to avoid being absorbed by American imperialism; then
to promulgate our constitution and expel the French Empire from our soil; and later the Porfirista
dictatorship denied us just application of the Reform laws, and the people rebelled, forming their own
leaders; . . . we have nothing, absolutely nothing, not even a decent roof over our heads, no land, no
work, no health care, no food, or education; without the right to freely and democratically elect our
authorities; without independence from foreigners, without peace or justice for ourselves and our
children.
But TODAY WE SAY, ENOUGH! We are the heirs of those who truly forged our nationality. We the
dispossessed are millions, and we call on our brothers to join in this call as the only path in order not
to die of hunger in the face of the insatiable ambition of a dictatorship for more than 70 years led by a
clique of traitors who represent the most conservative and sellout groups in the country. They are the
same as those who opposed Hidalgo and Morelos, who betrayed Vicente Guerrero, the same as those
who sold over half our territory to the foreign invader, the same as those who brought a European
prince to rule us, the same as those who formed the dictatorship of the Porfirista "scientists," the
same as those who opposed the Oil Expropriation, the same as those who massacred the railroad
workers in 1958 and the students in 1968, the same as those who today take everything from us,
absolutely everything.
To prevent this, and as our last hope, after having tried everything to put into practice the legality
based on our Magna Carta, we resort to it, to our Constitution, to apply Constitutional Article 39,
which says:
"National sovereignty resides essentially and originally in the people. All public power emanates from
the people and is instituted for the people's benefit. The people have, at all times, the unalienable
right to alter or modify the form of their government."
Therefore, according to our Constitution, we issue this statement to the Mexican federal army, the
basic pillar of the Mexican dictatorship that we suffer. . . . In conformity with this Declaration of War,
we ask the other branches of the Nation's government to meet to restore the legality and the stability
of the Nation by deposing the dictator. . . .
PEOPLE OF MEXICO: We, upright and free men and women, are conscious that the war we declare is a
last resort, but it is just. The dictators have been applying an undeclared genocidal war against our
people for many years. Therefore we ask for your decided participation in support of this plan of the
Mexican people in their struggle for work, land, housing, food, health care, education, independence,
liberty, democracy, justice, and peace.
SOURCE: General Council of the EZLN, Declaración de la Selva Lacandona, 1993 (www.ezln.org,
January 1, 1994).
Primary Source 21.2
Why Gender Matters (2000), World Bank
Evaluations of recent initiatives that subsidize the costs of schooling indicate that demand-side
interventions can increase girls' enrollments and close gender gaps in education. A school stipend
program established in Bangladesh in 1982 subsidizes various school expenses for girls who enroll in
secondary school. In the first program evaluation girls' enrollment rate in the pilot areas rose from 27
percent, similar to the national average, to 44 percent over five years, more than twice the national
average. . . . After girls' tuition was eliminated nationwide in 1992 and the stipend program was
expanded to all rural areas, girls' enrollment rate climbed to 48 percent at the national level. There
have also been gains in the number of girls appearing for exams and in women's enrollments at
intermediate colleges. . . . While boys' enrollment rates also rose during this period, they did not rise
as quickly as girls'.
Two recent programs in Balochistan, Pakistan, illustrate the potential benefits of reducing costs and
improving physical access. Before the projects there were questions about whether girls' low
enrollments were due to cultural barriers that cause parents to hold their daughters out of school or to
inadequate supply of appropriate schools. Program evaluations suggest that improved physical access,
subsidized costs, and culturally appropriate design can sharply increase girls' enrollments.
The first program, in Quetta, the capital of Balochistan, uses a subsidy tied to girls' enrollment to
support the creation of schools in poor urban neighborhoods by local NGOs. The schools admit boys as
long as they make up less than half of total enrollments. In rural Balochistan the second program has
been expanding the supply of local, single-sex primary schools for girls by encouraging parental
involvement in establishing the schools and by subsidizing the recruitment of female teachers from the
local community. The results: girls' enrollments rose 33 percent in Quetta and 22 percent in rural
areas. Interestingly, both programs appear to have also expanded boys' enrollments, suggesting that
increasing girls' educational opportunities may have spillover benefits for boys.
SOURCE: Reproduced with permission of the World Bank from "Using Subsidies to Close Gender Gaps
in Education," World Development Report 2000–2001, p. 122, Box 7.2. Copyright 2000 by World
Bank. Permission conveyed through Copyright Clearance Center, Inc.
Primary Source 21.3
"Democracy as a Universal Value" (1999), Amartya Sen
[I]n the terrible history of famines in the world, no substantial famine has ever occurred in any
independent and democratic country with a relatively free press. We cannot find exceptions to this
rule, no matter where we look: the recent famines of Ethiopia, Somalia, or other dictatorial regimes;
famines in the Soviet Union in the 1930s; China's 1958–61 famine with the failure of the Great Leap
Forward; or earlier still, the famines in Ireland or India under alien rule. China, although it was in
many ways doing much better economically than India, still managed (unlike India) to have a famine,
indeed the largest recorded famine in world history: Nearly 30 million people died in the famine of
1958–61, while faulty governmental policies remained uncorrected for three full years. The policies
went uncriticized because there were no opposition parties in parliament, no free press, and no
multiparty elections. Indeed, it is precisely this lack of challenge that allowed the deeply defective
policies to continue even though they were killing millions each year. . . .
Famines are often associated with what look like natural disasters, and commentators often settle for
the simplicity of explaining famines by pointing to these events: the floods in China during the failed
Great Leap Forward, the droughts in Ethiopia, or crop failures in North Korea. Nevertheless, many
countries with similar natural problems, or even worse ones, manage perfectly well, because a
responsive government intervenes to help alleviate hunger. . . . Even the poorest democratic countries
that have faced terrible droughts or floods or other natural disasters (such as India in 1973, or
Zimbabwe and Botswana in the early 1980s) have been able to feed their people without experiencing
a famine.
Famines are easy to prevent if there is a serious effort to do so, and a democratic government, facing
elections and criticisms from opposition parties and independent newspapers, cannot help but make
such an effort. Not surprisingly, while India continued to have famines under British rule right up to
independence (the last famine, which I witnessed as a child, was in 1943, four years before
independence), they disappeared suddenly with the establishment of a multiparty democracy and a
free press. . . .
When things go fine and everything is routinely good, this instrumental role of democracy may not be
particularly missed. It is when things get fouled up, for one reason or another, that the political
incentives provided by democratic governance acquire great practical value.
SOURCE: Amartya Sen, "Democracy as a Universal Value," Journal of Democracy 10, no. 3 (1999): 3–
17, passages from pp. 6–9.
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