Understanding Digital Authoritarianism - ARS500408

• Anglický název: Understanding Digital Authoritarianism
• Zajišťuje: Ústav východoevropských studií (21-UVES)
• Fakulta: Filozofická fakulta
• Platnost: od 2023
• Semestr: letní
• Body: 0
• E-Kredity: 5
• Způsob provedení zkoušky: letní s.:
• Rozsah, examinace: letní s.:1/1, Zk [HT]
• Počet míst: neomezen / neomezen (25)
• Minimální obsazenost: neomezen
• 4EU+: ne
• Virtuální mobilita / počet míst pro virtuální mobilitu: ne
• Stav předmětu: vyučován
• Jazyk výuky: angličtina
• Způsob výuky: distanční
• Způsob výuky: distanční
• Poznámka: předmět je možno zapsat mimo plán; povolen pro zápis po webu; při zápisu přednost, je-li ve stud. plánu
• Garant: Olga Solovyeva; Ilya Yablokov
• Vyučující: Olga Solovyeva; Ilya Yablokov

Anotace

Poslední úprava: PhDr. Marek Příhoda, Ph.D. (16.12.2023)

This course offers a comprehensive exploration of the multifaceted landscape of digital authoritarianism, defined as the use of digital technology to bolster the repressive mechanisms of an authoritarian state. The course revolves around three central themes: the cultural and contextual underpinnings of digital authoritarianism, information manipulation through digital means, and surveillance practice. Throughout the course, students will acquire a strong theoretical foundation and practical insights into the origins and prevalent strategies of digital authoritarianism, including its manifestations in countries ranging from Russia to the Middle East. The curriculum, comprising lectures, seminars, and workshops, aims to advance students' critical thinking and fosters competence in media and digital literacy, as well as advocacy skills. Students will learn to recognise and argue about repressive digital practices and develop skills in fact-checking, cybersecurity, and advocacy campaign development.

Metody výuky

Poslední úprava: PhDr. Marek Příhoda, Ph.D. (03.01.2024)

Monday – 12.30–14.05

https://1url.cz/duDvj

February 19 – Understanding Digital Authoritarianism 1

February 26 – Understanding Digital Authoritarianism 2

March 4 – Understanding Digital Authoritarianism 3

March 11 – Understanding Digital Authoritarianism 4

March 18 – Understanding Digital Authoritarianism 5

March 25 – Understanding Digital Authoritarianism 6

April 8 – Understanding Digital Authoritarianism 7

April 15 – Understanding Digital Authoritarianism 8

April 22 – Understanding Digital Authoritarianism 9

April 29 – Understanding Digital Authoritarianism 10

May 6 – Understanding Digital Authoritarianism 11

May 13 – Understanding Digital Authoritarianism 12

Požadavky ke zkoušce

Poslední úprava: PhDr. Marek Příhoda, Ph.D. (16.12.2023)

The final assessment that weighs 100% of the final mark for this course consists of a 3000-word reflexive essay that delves into various facets of digital authoritarianism, as discussed in the course. The essay should demonstrate critical engagement with the concepts discussed in classes and the suggested literature. The essay should also show a degree of reflection upon the problems of the course and should focus on but not limited to the following areas:

1. Critical exploration of digital authoritarianism: a case study in one specific country, analysing the contextual factors, practices, and implications.

2. Mis/Dis/Mal-Information practices: a case study examining the types, styles, and patterns of information manipulation.

3. Coordinated inauthentic behavior campaigns: and their influence on information dissemination and public perception.

4. Surveillance in repressive contexts: assess the impact of surveillance on both political and everyday aspects of people's lives.

 

The assessment also welcomes speculative thinking and practical suggestions aimed at preventing and addressing digital authoritarianism on a global scale. This should include constructive recommendations and potential strategies for countering this pervasive issue in the modern world.

Students are welcome to discuss the potential topics of their essays with the tutors to make sure they are on the right path.

The final mark will be based on the following criteria:

Criteria of the mark	Class of the mark
80+	First class: 70-79	Second class: 69-60	Third class: 59-50	Fail 49-0
Logic of argumentation  The essay exhibits coherence and persuasiveness through clear, well-supported arguments grounded in relevant literature and evidence.	The essay masterfully weaves together clear and compelling arguments, showcasing a sophisticated understanding of the topic. Arguments are not only well-supported by a wealth of literature and evidence but also demonstrate a unique and insightful perspective.	The essay presents strong, coherent arguments supported by a substantial body of literature and evidence. The logic is sound, and the overall argumentation is convincing, with a clear connection to the established literature.	The essay maintains solid logic in its arguments, though some areas may lack the depth or clarity seen in higher grades. While the reasoning is generally sound, it may not consistently reach the level of sophistication expected for a First Class grade.	The essay offers basic logic in its arguments, but there may be inconsistencies or gaps in reasoning. The connection to supporting literature and evidence is present but may lack the depth and coherence found in higher-graded work.	The essay fails to demonstrate a logical and coherent argument. Arguments may be unsupported or lack a clear connection to relevant literature and evidence, resulting in a deficient and inadequate analysis.
Reflexive practice The student engages in critical self-reflection, acknowledging and addressing personal biases and experiences when approaching the essay topic, contributing to a nuanced and thoughtful analysis.	The student engages in a highly nuanced and insightful reflection on personal biases and experiences, elevating the essay's critical analysis. The self-awareness demonstrated contributes significantly to the depth and sophistication of the overall work.	The student exhibits a strong level of self-reflection, acknowledging and addressing personal biases and experiences effectively. This contributes to a thoughtful and well-rounded analysis of the essay topic.	The student demonstrates a reasonable level of self-reflection, though the analysis may lack the depth and nuance seen in higher-graded work. The acknowledgment of personal biases contributes to a generally sound critical approach.	The essay includes basic reflections on personal biases and experiences, but these may lack depth or fail to contribute significantly to the critical analysis. The self-awareness demonstrated is present but may not be fully developed.	The essay lacks any meaningful reflection on personal biases and experiences, indicating a failure to engage in the necessary self-awareness required for a critical analysis.
Understanding of theoretical approaches The student demonstrates a proficient application of theoretical concepts, accurately utilizing relevant frameworks to showcase a comprehensive understanding of the subject matter.	The student displays an exceptional understanding of theoretical concepts, applying them with precision and insight to provide a thorough analysis of the subject matter. The essay reflects a high level of theoretical engagement.	The essay demonstrates a strong understanding of theoretical approaches, with concepts applied effectively to enhance the analysis. The theoretical framework is well-integrated into the overall argumentation.	The student exhibits a solid understanding of theoretical concepts, though the application may lack the depth and sophistication seen in higher-graded work. The theoretical framework is generally sound but may not be fully utilized to elevate the analysis.	The essay shows a basic understanding of theoretical approaches, with concepts applied to some extent. However, the depth of theoretical engagement may be limited, impacting the overall analysis.	The essay fails to demonstrate a meaningful understanding of theoretical approaches, with either a lack of application or a misunderstanding of key concepts, resulting in a deficient analysis.
Structure of the essay & clarity of expression The essay is effectively structured with a clear introduction, logically ordered core arguments, and a succinct conclusion, ensuring a well-organized and easily comprehensible expression of ideas.	The essay is exceptionally well-structured, with a clear and compelling introduction, logically ordered core arguments, and a succinct conclusion. The clarity of expression contributes to a seamless and highly readable presentation of ideas.	The essay is well-structured, with a clear introduction, logically ordered core arguments, and a strong conclusion. The clarity of expression enhances the overall coherence and effectiveness of the essay.	The essay maintains a solid structure, though some areas may lack the depth or clarity seen in higher-graded work. The introduction, core arguments, and conclusion are generally clear, contributing to a well-organized piece.	The essay displays a basic structure, with an introduction, core arguments, and conclusion present but lacking the depth and coherence seen in higher-graded work. The clarity of expression may be compromised in some sections.	The essay fails to exhibit a coherent structure or clear expression of ideas. The lack of organization and clarity significantly hinders the overall effectiveness of the essay.
Engagement with secondary literature The student adeptly incorporates academic literature and credible sources to support their arguments, culminating in a well-referenced essay with a comprehensive and appropriately formatted reference list.	The student's use of academic literature and credible sources is exemplary, demonstrating a thorough and discerning engagement with a wide range of relevant materials. The referencing is impeccable, resulting in a comprehensive and well-documented essay.	The essay adeptly incorporates academic literature and credible sources to support arguments, demonstrating a strong engagement with relevant materials. The referencing is accurate and contributes to the overall credibility of the work.	The student effectively uses academic literature and credible sources to support arguments, though the range or depth of engagement may not be as extensive as seen in higher-graded work. The referencing is generally accurate and contributes to the overall validity of the essay.	The essay includes some use of academic literature and credible sources, but the engagement may lack depth or consistency. The referencing is present but may not fully enhance the overall strength of the arguments.	The essay fails to incorporate meaningful academic literature or credible sources to support arguments, resulting in a lack of necessary evidence and undermining the overall credibility of the work. Referencing may be absent or significantly flawed.

 

Plagiarism, discrimination, and harassment are strictly prohibited in this class. Plagiarism involves using others' work without proper attribution. Discrimination and harassment in any form, whether in person or online, have no place here. We promote academic integrity, respect, and inclusivity. Violations will result in academic consequences and may be reported. This course fosters a safe and equal learning environment, encouraging diverse perspectives and open dialogue.

Sylabus

Poslední úprava: PhDr. Marek Příhoda, Ph.D. (15.01.2024)

Course objectives

1. Comprehensive understanding of the phenomenon of digital authoritarianism: By the end of the course, students will have a comprehensive understanding of Russian digital authoritarianism, including its historical origins and far-reaching implications, to analyse its impact on societies and technology.
2. Global comparative analysis: Students will recognise and compare the patterns of authoritarian learning and the development of digital authoritarianism on a global scale, enabling them to assess commonalities and variations in different contexts.
3. Cultural and political insight: Upon completion of the course, students will gain cultural and political awareness, allowing them to place digital authoritarianism in a comparative perspective by understanding the nuanced political and cultural factors influencing its manifestation.
4. Media literacy and disinformation recognition: The course will equip students with the skills to recognise various types, styles, and patterns of mis/disinformation, promoting media literacy as they critically analyse online content.
5. Fact-checking and disinformation response: Students will acquire the ability to verify online content, identify credible sources, and respond to disinformation with evidence-based arguments, enhancing their capacity to challenge false narratives effectively.
6. Legal literacy and surveillance awareness: By the end of the course, students will have gained legal literacy concerning digital rights, international laws, and authoritarian regulations related to online surveillance and censorship. Additionally, they will be able to recognise and differentiate between various surveillance practices, including malware, tracking apps, facial recognition, and CCTV, to understand the implications for personal privacy and digital security.

Course breakdown

●       12 academic hours

●       3 lectures

●       6 seminars

●       3 workshops

 

Topic 1 Cultural and contextual origins of digital authoritarianism

Lecture 1 Introduction to Digital Authoritarianism (19 February)

●       Defining digital authoritarianism

●       Cultural, political, technological and legal pre-dispositions for digital authoritarianism

●       Overview of digital authoritarianism in the Russian context

Seminar 1 Defining digital authoritarianism: the limits to digital freedom (26 February)

●       Key definitions and criteria in academic literature

●       The role and place for limiting digital freedom: digital threats, the pandemic, etc.

●       The politics of digital unfreedom: why citizens accept it?

 

Suggested readings:

 

●       The Rise of Digital Authoritarianism (2018). Freedom House https://freedomhouse.org/report/freedom-net/2018/rise-digital-authoritarianism

●       Unfreedom Monitor · Global Voices Advox. (2023). Global Voices Advox. https://advox.globalvoices.org/special/unfreedom-monitor/ For PDF version access https://advox.globalvoices.org/wp-content/uploads/2022/04/GV_Unfreedom_Monitor_Briefing_Note_Apr2022.pdf

●       Nocetti, J. (2015b) ‘Russia’s’ dictatorship-of-the-law’approach to internet policy’, Internet Policy Review, 4(4), pp. 1–19. https://policyreview.info/articles/analysis/russias-dictatorship-law-approach-internet-policy

●       Morgus, R. (2018) Chapter 11 ‘The spread of Russia’s digital authoritarianism’, AI, China, Russia, and the Global Order: Technological, Political, Global, and Creative, p 85. https://apps.dtic.mil/sti/pdfs/AD1066673.pdf

●       Zakharov, A. and Churmanova, K. (2021) ‘How Russia tries to censor Western social media’, BBC News. https://www.bbc.co.uk/news/blogs-trending-59687496

 

On privacy paradox:

●       Wirth J. et al. (2021) Laziness as an explanation for the privacy paradox: a longitudinal empirical investigation. Internet Research.  https://doi.org/10.1108/intr-10-2019-0439  

●       Naughton. (2019) The privacy paradox: why do people keep using tech firms that abuse their data? The Guardian https://www.theguardian.com/commentisfree/2019/may/05/privacy-paradox-why-do-people-keep-using-tech-firms-data-facebook-scandal

 

Seminar 2 Comparative analysis of technologically advanced authoritarian regimes (4 March)

Technology and authoritarian learning.

●       Russia

●       India

●       Turkey

 

Suggested readings:

 

●       Hall, S. G., & Ambrosio, T. (2017). Authoritarian learning: A conceptual overview. East European Politics, 33(2), 143-161 https://doi.org/10.1080/21599165.2017.1307826

●       Digital authoritarianism in Turkish cyberspace: a study of deception and disinformation by the AKP regime’s. (2023). ECPS. https://www.populismstudies.org/digital-authoritarianism-in-turkish-cyberspace-a-study-of-deception-and-disinformation-by-the-akp-regimes-aktrolls-and-akbots/#:~:text=In%20recent%20years%2C%20President%20Recep,dissent%2C%20and%20shape%20public%20opinion

●       The Unfreedom Monitor A Methodology for Tracking Digital Authoritarianism Around the World INDIA COUNTRY REPORT (2023) Advox https://globalvoices.org/wp-content/uploads/2023/08/Unfreedom_Monitor_India_Country_Report_2022_updated.pdf

●       Russia’s Digital Authoritarianism: the Kremlin’s Toolkit. (2023) IPHR. https://www.iphronline.org/russia-s-digital-authoritarianism-the-kremlin-s-toolkit.html

 

 

Workshop 1 Inside digital authoritarianism (11 March)

A simulation exercise where participants take on various roles in a fictional society under the influence of digital authoritarianism. Students engage in the simulation by making decisions and taking actions based on their assigned roles., e.g. government officials must maintain control, activists work to expose injustices, journalists report on events, and citizens navigate daily life.

 

Discussion: participants share their experiences, challenges, and decisions made during the simulation, and ethical and moral dilemmas faced by different roles are discussed.

 

Topic 2 Information manipulation in modern societies

Lecture 2 The role of information in holding authoritarian practice (18 March)

●       Media, propaganda and media freedom worldwide

●       Digital Turn: how Internet and social media is shaping societies

●       Types of digitally advanced information manipulation: dis/mis/mal-information, coordinated inauthentic behaviour campaigns

 

Suggested readings:

●       Jason Stanley (2016) How Propaganda Works. Princeton: Princeton University Press. Chapter 2 ‘Propaganda Defined’.

●       James Ball (2017) Post Truth: how bullshit conquered the world. London, England : Biteback Publishing. Chapter 9 ‘Why we fall for it’.

●       Howard, Philip N.. Lie Machines : How to Save Democracy from Troll Armies, Deceitful Robots, Junk News Operations, and Political Operatives, Yale University Press, 2020. Chapter 2 ‘Production: Troll Armies  and the Organisation of Misinformation on Social Media’’

●       Sergei Guriev, Daniel Treisman (2022) Spin Dictators: The Changing Face of Tyranny in the 21st Century. Princeton: Princeton University Press. Chapter 4 ‘Sensible Censorship’.

Seminar 3 Analyzing political manipulation in (semi)authoritarian regimes (25 March)

Task 1: Read the speech by Viktor Orban from 2014 and also look at the excerpts from other speeches.

 

Suggested readings:

 

●       Scheppele, K.L. (2022). How Viktor Orbán Wins. Journal of Democracy 33(3), 45-61. https://doi.org/10.1353/jod.2022.0039.

●       Ruth Wodak’s The Politics of Fear: The Shameless Normalization of Far-Right Discourse. London: Sage, 2021. Chapter 3 ‘Protecting Borders and the People: The Politics of Exclusion’

 

Task 2: Students are asked to prepare and present the analysis of two cases where authoritarian leaders manipulate information to their benefit. Students should independently divide themselves into groups and work together on the analysis. What notions are brought up by authoritarian leaders? What instruments are used to suppress the opponents? Give examples of campaigns and their outcomes.

 

Case 1: Rodrigo Duterte’s The Philippines

Case 2: Jair Bolsonaro’s Brazil

 

Suggested readings to get the insights into the cases:

 

●       Davey Alba (2018) ‘How Duterte Used Facebook To Fuel The Philippine Drug War’ Buzzfeed, September 4.

●       Ozawa, J. V. S., Woolley, S. C., Straubhaar, J., Riedl, M. J., Joseff, K., & Gursky, J. (2023). How Disinformation on WhatsApp Went From Campaign Weapon to Governmental Propaganda in Brazil. Social Media + Society, 9(1). https://doi.org/10.1177/20563051231160632

 

Seminar 4 Disinformation: a buzzword or a political tool? (8 April)

 

In this seminar we shall have a look at two examples of disinformation: domestic and international, from the past and the current times; both disinformation campaigns led by the Kremlin. What makes them similar and what makes each of them unique? What makes one more efficient and one a complete failure?

 

Case 1: The KGB’s campaign to push AIDS-related disinformation 

Case 2: The Biolabs spreading viruses in Ukraine and Russia

 

In the second part of the seminar we shall have a group discussion of Russian propaganda, students’ experiences with it, popular perceptions of the Russian disinformation in the world. 

 

Suggested readings:

●       Mark Galeotti, “Active Measures: Russia’s Covert Geopolitical Operations,” Marshall Center Security Insight, no. 31, June 2019, https://www.marshallcenter.org/en/publications/security-insights/active-measures-russias-covert-geopolitical-operations-0  

●       Paul, Christopher and Miriam Matthews, The Russian "Firehose of Falsehood" Propaganda Model: Why It Might Work and Options to Counter It. Santa Monica, CA: RAND Corporation, 2016. https://www.rand.org/pubs/perspectives/PE198.html.

●       Dawson, A. and Innes, M. (2019), How Russia's Internet Research Agency Built its Disinformation Campaign. The Political Quarterly, 90: 245-256.

●       Joseph Bernstein (2021) ‘Bad News: Selling the Story of Disinformation’ Harper’s Magazine.

 

Workshop 2 Fact-checking 24/7 (15 April)

This workshop is facilitated by Ilya Ber, Head of Provereno Media, Tallinn-based fact-checking think tank that is actively involved in debunking dis/misinformation online. Students will learn about the current routine of fact-checking in media organizations and practice fact-checking in small groups.

 

Topic 3 Surveillance and advocating for digital rights

Lecture 3 Surveillance in authoritarian and democratic contexts (22 April)

●       Most widespread surveillance practices in different contexts: Russia, China, and the Middle East.

●       Data, privacy and human rights

●       Surveillance and safe societies: an overview of practices and legal aspects in varied contexts

●       Who has the right to your data: Big Tech vs Authoritarian state

●       “I have nothing to hide”

 

Suggested readings:

●       Xu, X., (2021). To repress or to co‐opt? Authoritarian control in the age of digital surveillance. American Journal of Political Science, 65(2), pp.309-325 https://doi.org/10.1111/ajps.12514

●       Introduction and Chapter 1 in Chin, J., & Lin, L. (2022). Surveillance State: Inside China's Quest to Launch a New Era of Social Control. St. Martin's Press.

●       Hoffman, J. (2020, May 15). Espionage and repression in the Middle East courtesy of the West. openDemocracy. https://www.opendemocracy.net/en/north-africa-west-asia/espionage-and-repression-middle-east-courtesy-west   

●       Al-Hathlol, L (2023)  “Dictators in Egypt and Saudi Arabia love smart cities projects — here’s why,” Accessnow. https://www.accessnow.org/smart-cities-projects/

●       Mozur, P., Satariano, A., Krolik, A., Aufrucht, A. (2022) They Are Watching’: Inside Russia’s Vast Surveillance State. New York Times https://www.nytimes.com/interactive/2022/09/22/technology/russia-putin-surveillance-spying.html

●       Litavrin, M. and Frenkel, D. (2023) ‘Inside Russia’s internet monitoring. How the censorship agency tracks online activity with the help of tech companies’, Mediazona. https://en.zona.media/article/2023/03/08/neurorkn

●       Budnitsky, S. and Jia, L. (2018) ‘Branding Internet sovereignty: Digital media and the Chinese–Russian cyberalliance’, European Journal of Cultural Studies, 21(5), pp. 594–613. https://doi.org/10.1177/1367549417751151

 

 

Other resources:

●       Podcast Digital surveillance in the Middle East (2023) Al Jazeera. https://www.aljazeera.com/podcasts/2023/1/5/digital-surveillance-in-the-middle-east

●       Podcast The age of state surveillance. The China Project. https://thechinaproject.com/2022/09/15/the-age-of-state-surveillance/

●       Documentary China. Surveillance state or way of the future? DW https://www.youtube.com/watch?v=7gSU_Xes3GQ

 

Seminar 5 Digital surveillance and everyday life in an authoritarian state (Andrey Zakharov, 29 April)

●       Perception and impact of surveillance: common narratives.

●       Acceptance and resistance to surveillance.

 

Suggested readings:

●       Poll reveals majority of Russians favor media censorship (2024) TASS https://tass.com/society/1730153

●       7 reasons why ‘I’ve got nothing to hide’ is the wrong response to mass surveillance (2015). Amnesty International: https://www.amnesty.org/en/latest/campaigns/2015/04/7-reasons-why-ive-got-nothing-to-hide-is-the-wrong-response-to-mass-surveillance/

●       Macnish, K. (2015). Justifying Surveillance. International relations. https://www.e-ir.info/2015/01/20/justifying-surveillance/

 

Seminar 6 Personal digital safety (by Denis Yagodin, 6 May)

This seminar is run by an invited specialist in digital safety, who will share the strategies for protecting your data and privacy. Students are encouraged to share their practices and reflect on the challenges for digital safety for people in different professions.

 

Workshop 3 Advocating for change (13 May)

A workshop is centred around developing an advocacy campaign against state surveillance in a hypothetical scenario. Students will identify the potential implications of the state-initiated legislation to normalise surveillance and develop a set of arguments against it. Then, students are expected to outline the strategic communication campaign to engage civil society and drive change.

 

Suggested readings:

●       Lonkila, M., Shpakovskaya, L., & Torchinsky, P. (2021). Digital activism in Russia: The evolution and forms of online participation in an authoritarian state. The Palgrave handbook of digital Russia studies, 135-153 https://link.springer.com/chapter/10.1007/978-3-030-42855-6_8

Learning outcomes

 

1. Understanding Russian digital authoritarianism, its origins and implications;
2. Recognising the pattern of authoritarian learning and the development of digital authoritarianism worldwide;
3. Learning about political and cultural nuances bringing digital authoritarianism to a comparative perspective.
4. Recognising mis/disinformation (types, styles, patterns);
5. Understanding fact-checking: verify online content, identify credible sources;
6. Responding to disinformation: learning strategies to challenge false narratives through evidence-based arguments.
7. Acquiring legal literacy: knowledge of digital rights, international laws, and authoritarian regulations related to surveilling online behaviour and censorship; 
8. Recognising and differentiating between surveillance practices, such as malware, tracking apps, facial recognition, and CCTV.
9. Understanding the basics of cybersecurity, encryption, and secure online practices is essential to protect personal and sensitive information from surveillance and cyberattacks.