"It Changes Me from Nothing to Something": Identifying Educative-Psychic Violence in a Public Diplomacy Program for Nonelite Youths

Autor/in	McCafferty-Wright, Jennice
Titel	"It Changes Me from Nothing to Something": Identifying Educative-Psychic Violence in a Public Diplomacy Program for Nonelite Youths
Quelle	In: Journal of International Social Studies, 10 (2020) 3, S.66-85 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-3585
Schlagwörter	Violence; Disadvantaged Youth; Youth Programs; International Programs; Federal Programs; Cultural Education; International Relations; Role of Education; Developing Nations; Foreign Countries + Suchen Sie Ihr Suchwort? Gewalt; Benachteiligter Jugendlicher; Jugendsofortprogramm; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Internationale Beziehungen; Bildungsauftrag; Developing country; Developing countries; Entwicklungsland; Ausland
Abstract	Since 2004, the English Access Microscholarship Program, a U.S. public diplomacy initiative, has impacted at least 150,000 nonelite youths. U.S. Department of State employees created the program in response to suicide bombings committed by Moroccan youths at international sites in Casablanca. The program later expanded throughout the Middle East and then across the world, eventually operating in more than 85 countries for students aged 13-20. In this paper, I examine images promoted by the program associated with the mission for students to develop an "appreciation for U.S. culture and democratic values through cultural enhancement activities" using critical concepts such as "educative-psychic violence" and Ngugi wa Thiong'o's description of education as a "cultural bomb." Troubling content promoted by the program features students depicting themselves as lacking dignity and worth paired with portrayals of gaining dignity and worth through their participation in the program. Additionally, the program's "cultural enhancement activities" intended to promote "appreciation for U.S. culture and democratic values" often occur in communities deeply impacted by the U.S.-led War on Terror and amid dramatic economic and military power differentials. Finally, my analysis encourages academic engagement with policy makers on the use of education within public diplomacy initiatives. (As Provided).
Anmerkungen	International Assembly of the National Council for the Social Studies. 8555 16th Street Suite 500, Silver Spring, MD 20910. Tel: 765-496-3029; Fax: 765-496-2210; Web site: http://www.iajiss.org/index.php/iajiss/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01