Towards a Critical Pedagogy of Comparative Public Diplomacy: Pseudo-Education, Fear-Mongering and Insecurities in Canadian-American Foreign Policy

Autor/in	Nelles, Wayne
Titel	Towards a Critical Pedagogy of Comparative Public Diplomacy: Pseudo-Education, Fear-Mongering and Insecurities in Canadian-American Foreign Policy
Quelle	In: Comparative Education, 44 (2008) 3, S.333-344 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
Schlagwörter	Critical Theory; National Security; Comparative Education; War; Terrorism; International Relations; Foreign Countries; North Americans; Fear; Foreign Policy; Political Influences; Teaching Methods; Educational Practices; Canada; United States + Suchen Sie Ihr Suchwort? Kritische Theorie; National territory; Security; Staatsgebiet; Sicherheit; Vergleichende Erziehungswissenschaft; Krieg; Terrorismus; Internationale Beziehungen; Ausland; Furcht; Außenpolitik; Political influence; Politischer Einfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Kanada; USA
Abstract	Little research has examined public diplomacy as a comparative education issue, particularly regarding social-psychological, economic and political fears or personal and national insecurities. This paper discusses American public diplomacy as a mostly Cold War strategy adapted to post-9/11 national security interests, fears and desires. It further explores differences, similarities, and debates in Canadian media, policy documents and academia, in response to American political, economic and military pressures or demands for a "North American" (i.e. joint American-Canadian) security approach. From a critical pedagogy perspective the paper argues that modern public diplomacy has been a dubious, pseudo-educational, fear-mongering concept nurtured by academics, politicians and military leaders as part of an American foreign policy, military security and propaganda strategy. The paper further shows that post-9/11 Canada, problematically, adapted its own public diplomacy policies to serve American interests. Further research is needed to examine more closely public diplomacy's impacts on Canadian education. (Contains 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10