By Nicole Nguyen
Welcome to Milton highschool, the place worry is a teacher’s top software and each pupil is a soldier within the struggle on terror. A suffering public college outdoor the nation’s capital, Milton sat squarely on the middle of 2 traits: growing to be worry of resurgent terrorism and mounting strain to run faculties as activity education websites. In reaction, the college tested a really expert place of birth safeguard program.
A Curriculum of Fear takes us into Milton for a day by day examine how the sort of software works, what it ability to scholars and employees, and what it says in regards to the militarization of U.S. public faculties and, extra generally, the kingdom of public schooling during this nation. Nicole Nguyen courses us via a curriculum of nationwide security–themed sessions, electives, and internships designed via public-private partnerships with significant security contractors like Northrop Grumman and federal corporations just like the NSA. She introduces us to scholars within the technique of turning into a corps of “diverse employees” for the nationwide protection undefined, studying to be “vigilant” electorate; and she or he exhibits us the typical realities of a application meant to enhance the college, revitalize the neighborhood, and cast off the success gap.
With connection with severe paintings on tuition militarization, neoliberal institution reform, the impression of the worldwide battle on terror on way of life, and the political makes use of of fear, A Curriculum of Fear maps the contexts that gave upward push to Milton’s fatherland safety application and its attractiveness. eventually, because the first ethnography of one of these application, the booklet presents a irritating shut come across with the hot common imposed by way of the worldwide battle on terror—a college right away below siege and actively getting ready for the siege itself.
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Additional info for A Curriculum of Fear: Homeland Security in U.S. Public Schools
S. schools to organize around these national security needs by strategically funding students to undertake particular areas of study. S. civil defense, war, and foreign policy efforts. Yet I quickly learned that the NDEA merely bolstered a trend already under way in the United States: the onset of World War II enticed universities to partner with federal agencies and private defense contractors to develop war capabilities. S. weapons of war. S. universities and their faculty worked to contribute to the war machine by developing weapons, designing more deadly bullets, training linguists, and advancing scientific knowledge related to military operations.
Conducting a school ethnography imposed relations of power I needed to consider as I struggled to respond to Ms. Perez’s question. By exploring how my intellectual critiques shaped my fieldwork, I offer new ways to examine what constitutes c/overt research. An Ethnographer at Milton Although newspaper articles and online blogs detailed some aspects of Milton, I sought to immerse myself in the school to learn more about its Homeland Security program. Rather than carrying out the type of evaluative study that worried Ms.
In addition to these formalized programs, national security experts and high-ranking military officers often assume leadership positions within institutions of education. 96 General Petraeus gained notoriety for his troop “surge” strategy in Iraq. S. 98 For both CUNY and Harvard, these experiences qualified General Petraeus for university-level teaching and research. A few months later, in July 2013, the Haverford School, an all-boys, nonsectarian private school outside of Philadelphia, appointed Lieutenant Colonel John Nagl as the school’s new headmaster.