While a phenomena dating back to antiquity, it wasn’t until the 1960s that American and European social scientists began seriously discussing occurrences in which it appeared as if localities, states and nations in close proximity were adopting similar policies and programs. These early diffusion studies led to a new field that has variously been referred to under titles such as policy transfer, lesson drawing, policy translations, and policy mobility. While having different focuses and agendas, all of these studies attempt to address issues associated with the movement (or active rejection of a possible movement) of ideas, information, policies, and programs from one political system to another. While all transfer studies have helped focus social scientists’ attention on the processes and actors involved in the transfer of ideas, techniques, policies, information, and programs, a better link to the knowledge utilization and learning literatures would help advance the usefulness of transfer studies. At a minimum, by considering the insights from the learning and utilization literatures, social scientists should begin understanding some of the outlook changes that individuals involved in transfer undertake that impact individual and institutional long-term understanding of the process and results. It will also start to help opening up the policymaking process to further scrutiny, particularly in relation to where information is flowing and how it is being used as a policy develops and changes.
David P. Dolowitz
Alex Braithwaite and Sangmi Jeong
Diffusion with respect to international politics is commonly defined as the tendency for events or behaviors occurring in one spatial unit to influence the likelihood of similar events or behaviors occurring in another spatial unit. General definitions and mechanisms of diffusion that can be thought of as somewhat ubiquitous to the broader literature of diffusion in international politics tend to focus on processes of spillover or learning/emulation. These processes are common to the adoption and diffusion of policy innovations, the spread of democracy and democratic revolutions, and the contagion of civil and international conflicts. While the nomenclatures of these literatures often differ quite significantly, considerable overlap exists in terms of the primary conceptualizations of diffusion mechanisms. Most literatures appear to identify some combination of the following mechanisms: coercion and external pressure; constructivist norm cycles; social networks and linkages; geographic proximity and demonstration effects; learning and emulation. While the study of these phenomena and mechanisms has advanced significantly in recent years, some notable areas of future growth remain. First, differentiating between learning/emulation and spillover processes still presents considerable difficulty. Second, the role of “firewalls” in limiting diffusion processes is not well understood in either general or specific cases. Third, while understanding of social and geographic spaces is now rather nuanced, it remains unclear how best to theorize and model timing in diffusion processes.
An improved understanding of foreign policy learning necessitates a clarification of what foreign policy learning is, who learns, and how such learning occurs. Cognitive and social psychologists, sociologists, and political scientists situated in a variety of subfields have contributed to the understanding of foreign policy learning, a multidisciplinary area of inquiry. Learning theorists seek to show how a change in an actor’s beliefs due to experience or observation can lead to changes at other units, such as organizations and within the government. This cognitive dimension is important because actors may pursue a new course of action for politically expedient reasons rather than having genuinely “learned”—a distinction referred to as “complex” vs. “simple” learning. Foreign policy learning can be internal or external. The former type of learning entails what individuals, governments, or organizations learn from their prior experience. Learning theorists who focus on the individual level of analysis borrow insights from political psychology in an effort to shed light on the personal characteristics, the belief structures, and the cognitive psychological mechanisms of political actors that can better inform policymaking. Leaders whose cognitive structures are described as relatively open and complex—like Soviet leader Mikhail Gorbachev, whose learning brought about the dramatic changes that ultimately led to the demise of the Soviet Union—are more likely to alter their beliefs than their cognitively closed and simple counterparts. Yet external learning occurs as well. Policy diffusion studies show that learning can result from demonstration effects. Foreign policy learning via diffusion is not instrumental, but instead occurs through osmosis. Privatization in the former communist states, China’s Foreign Direct Investment liberalization, and the diffusion of environmental norms in the European Union are examples of learning that is contagious, not chosen. A more conscious mode of learning than diffusion is policy transfer, which entails policymakers’ transferring ideas from one country and implementing them in another. Technological innovations, unlike lessons that involve political ideology, are generally easier lessons to transfer—for example, Japan’s success in applying lessons from the West to modernize its army in the second half of the 19th century. The constraints to foreign policy learning are formidable. Decision makers are not always open to reconsidering views that challenge their beliefs. Leaders tend to resort to, and misuse, analogies that prevent learning. Even a change in a decision maker’s beliefs may not lead to foreign policy change, given the myriad political pressures, bureaucratic hurdles, and economic realities that often get in the way of implementing new ideas. Indeed, foreign policy learning and foreign policy change are not synonymous. Scholars face significant obstacles in studying foreign policy learning. There is no consensus on the definition of learning, on what constitutes learning, on how actors learn, when they learn, or on how to assess whether learning has taken place. Despite attempts to make sense of the confusion, scholars face the daunting challenge of improving understanding of how learning is shaped and funneled through the interaction of agents and the structures in which they are situated, as well as the relationship between learning and foreign policy change.
Helma G. E. de Vries-Jordan
Marriage equality movements have been successful in achieving policy change in an increasing number of states. Hence, a growing body of scholarship has explored institutional and cultural factors that influence activists’ tactics and messaging and, in turn, contribute to marriage equality policy diffusion. Democracies with parliamentary, presidential, and semi-presidential systems, federal and unitary states with varying levels of centralization, and the presence or absence of constitutional anti-discrimination protections provide social movements with divergent political opportunity structures, contributing to dynamics in their tactical choices. In addition, the type of electoral system and party system, the presence of political parties that are movement allies, the use of conscience votes, the level of party discipline, the presence of out LGBT elected officials and straight political allies, and the degree of political will to enact policy change also impact activists’ strategic calculations. Finally, the use of personalized narratives in advocates’ messaging, the framing of marriage equality and LGBT rights as human rights norms, the adoption of family values frames to coopt opponents’ messaging, and the use of homonationalist versus homophobic discourses to justify policymaking decisions regarding same-sex marriage are explored. This article provides a comprehensive review of state-of-the-art research concerning all of the states that have legalized same-sex marriage as well as a detailed analysis of the mechanisms used to achieve policy change. After examining how different explanatory factors perform in accounting for the dynamics in marriage equality activism and policy convergence across a broad range of national contexts, new directions for future scholarship are suggested.
Diana Panke and Ingo Henneberg
The interplay between states and international organizations has received a lot of scholarly attention, largely because the number of international organizations has increased considerably within the last century. State-of-the-art scholarship on the foreign policies of international organizations and states is presented here, as are rationalist and constructivist accounts of how the foreign policies of states impact international organizations (bottom-up perspective), as well as how, in turn, international organizations impact member-state foreign policies (top-down perspective). Thereby, the polity, politics, and policy dimensions of both states and international organizations are examined in order to explain the changes states’ foreign policies can induce, under what scope conditions, in the international organizations’ structure (polity), procedures (politics), and policy outcomes. Vice versa, also explained are the changes international organizations can induce, under what scope conditions, in the foreign policy apparatus of states (polity), foreign policy decision-making procedures (politics), and states’ foreign policies. As is illustrated, the theme “International Organizations and Foreign Policy” is not an established foreign policy subfield per se but is covered here in multiple approaches and theories. In line with the development of international relations, the bottom-up perspective has received much more scholarly attention than the top-down perspective. Furthermore, bottom-up research evidences a tendency toward the strong influence of states’ foreign policies on the policy and polity of international organizations, while the top-down influence of international organizations on states’ foreign policy apparatus, procedures, and policies is usually much more limited. Finally, an outlook into fruitful future avenues for research is outlined.
Fabián A. Borges
The last two decades witnessed an unprecedented decline in poverty across the developing world, a decline partly explained by the adoption of social cash transfer programs. Ironically, Latin America, traditionally the world’s most unequal region, has been a global trendsetter in this regard. Beginning in the late 1990s, governments across the region and across the ideological spectrum began adopting conditional cash transfer (CCT) programs, which award poor families regular stipends conditional on their children attending school and/or getting regular medical check-ups, and non-contributory pension (NCP) schemes for low-income and/or uncovered seniors. There is robust evidence that CCT programs achieve their short-term goals of reducing poverty while increasing school attendance and usage of health services. However, they do not improve learning and appear to be failing at their long-term goal of breaking the intergenerational transmission of poverty. Likely as a result of low-quality education, long-term CCT beneficiaries do not have significantly better economic prospects than comparable non-beneficiaries. CCTs also have electoral effects—there is robust evidence from across the region that they increase support for incumbent presidential candidates. CCTs were a response to the two big transformations the region underwent during the 1980s: the debt crisis and subsequent lost decade and the transition of most countries to democracy. Increased economic insecurity following the crisis and subsequent neoliberal reforms represented both a threat to the survival of newly elected governments and an opportunity for politicians to win over voters through increased social assistance. Pioneered by Mexico and Brazil in the mid-1990s, CCTs were by far the most effective policies to emerge from that context. They quickly diffused across the region, often with support from international financial institutions. Counterintuitively, adoption appears to be unrelated to the ascendance of left-wing governments in the region during the 2000s. The politics of CCT design are less understood. The myriad ways in which design can be conceptualized and measured, combined with the relative newness of this literature, have limited the accumulation of knowledge. It does appear that left-wing governments adopt more expansive CCTs and de-emphasize conditionality enforcement. Whereas their initial adoption and expansion, which coincided with the 2000s economic boom, proved politically easy, further reductions in poverty will require politically difficult choices, namely, raising taxes and/or redirecting funds away from programs benefiting the better-off. Improving the long-term effectiveness of CCTs will require improving education quality, which in turn will require challenging the region’s powerful teachers’ unions.