Tracing Authoritarian Learning in Belarus, Moldova, Russia And
Tracing Authoritarian Learning in Belarus, Moldova, Russia and Ukraine By Stephen Hall SSEES UCL PhD Thesis Word Count: 99,492 I, Stephen Hall confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. 1 Abstract The thesis addresses how authoritarian regimes remain in power, and the processes of learning they engage in, using the case studies of Belarus, Moldova, Russia and Ukraine. I investigate six propositions, arguing that firstly, authoritarian learning differs from democratic learning because authoritarian regimes are concerned principally with survival and so learn best practices to ensure that they possess a full palette of survival practices. Secondly, there is a flattened learning hierarchy or network between authoritarian regimes. Thirdly, internal networks are important for learning among authoritarian regimes. Fourthly, success and failure are equally important for authoritarian learning. Fifthly, internal examples are as relevant to authoritarian learning as external examples. Sixthly, authoritarian regimes use a full palette of survival practices than just relying on repression. Therefore, authoritarian regimes are more likely to be concerned than democratic regimes about survivial, and so they develop a full palette of survival practices. The thesis argues that learning hierarchies are flattened. Success and failure are as important to authoritarian learning as each other, with authoritarian regimes drawing on both successful and failed examples. Similarly, internal sources of learning are as relevant to understanding authoritarian learning as external examples. Lastly, authoritarian regimes have a full palette of survival strategies than just relying on repression.
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