American Republic, Democracy, and Voting: An Analysis 2025-02-14 Pol 217

Rhetorical Devices and Questioning America

• Encountering a rhetorical question: "Is America a democracy or a republic?"

  • This question serves as a rhetorical device aiming to lead the listener toward a predetermined justification or conclusion.

• Comparison to unrelated questions:

  • Analogous to asking, "Is Dr. Hickman nearsighted, or is he left-handed?"

    • Shows the absurdity of presenting a duality that overlooks other possibilities.

• Context of the question:

  • Presented in a segregated classroom in 1960s Oxford, Mississippi.

  • The question is used to highlight disparities in representation between citizens of different states, specifically comparing Montana and California.

Voting Power Representation

• Example of representation:

  • Each state has two U.S. Senators, resulting in unequal voting power across states.

  • A single vote in Montana holds significantly more weight than a vote in California (30 times more) due to Senate representation.

• Constitutional structures that cannot be amended include:

  • The U.S. Senate structure and the Electoral College.

• Common inquiry about the nature of America:

  • The phrase, "Are we a democracy or a republic?" is often posed by individuals wanting to justify a particular viewpoint or stance on political representation.

Types of Political Regimes

• Aristotle's categorization of regimes:

  • Discussion of formal distinctions between various governance forms,

  • Including democracies and authoritarian regimes.

• Mention of North Korea:

  • Emphasizes extreme control and punishment for dissent.

Movements Towards Democracy in the 19th Century

• Historical push for democratic principles:

  • 19th-century movements aimed at reducing corruption in city governments.

  • Led to new local governance structures often influenced heavily by real estate interests.

• Introduction of initiatives and referenda:

  • Mechanisms allowing citizens to propose legislation through signature collection and ballot measures.

    • California noted as a prime example of these practices.

Personal Experience in Activism

• Personal anecdote on collecting signatures:

  • Experience collecting signatures for ballot measures in Missouri.

  • Effectiveness of physical engagement (e.g., grabbing a shopping cart) to persuade voters.

• Exploration of introversion and public speaking:

  • Reflects on ability to perform as needed despite being a shy individual.

Conceptual Framework: Contestation and Inclusion

• Introduction of schema with axes of contestation and inclusion:

  • Framework for analyzing various political systems and their levels of democratic engagement.

• Specific examples of voting ages across different countries:

  • Ranges from 16 to higher limits in varying states and countries.

• Discussion on who can vote:

  • Countries that enable prisoners or non-citizens (e.g., some regions in New York City) to vote, reflecting inclusivity.

Dual Citizenship and Voting Eligibility

• Common practices in the European Union:

  • Citizens of certain countries can vote in others' elections if they meet specified residency criteria.

• Comparison of citizenship laws:

  • Contrasting ideologies:

    • Birthright citizenship (common in the Americas).

    • Descent-based citizenship (common in Eastern Hemisphere countries).

• Historical perspective on immigration and labor:

  • Examples of Japan's historical labor practices involving Koreans, highlighting citizenship disparities.

Innovations in Voting Practices

• Australia's contribution to democratic practices:

  • Introduction of the secret ballot as a significant reform in voting.