Social studies, denizens, and the state : A three-article dissertation
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] This dissertation examines education as an apparatus of state in three different research studies. The first paper, “Cultural Bombs and Dangerous Classes: Social Studies Education as State Apparatus in the War on Terror,” interrogates the tactical use of education within the War on Terror. Using sixteen years of annual reports from the Bureau of Counterterrorism and Countering Violent Extremism, this study 1) historicizes the growth of social studies education in counterterrorism policies; 2) illustrates how nonelite youths in the Muslim world are depicted as a threat requiring mitigation through education initiatives; and 3) applies Ngũgĩ wa Thiong’o, Franz Fanon, and Amilcar Cabral’s observations of class, culture, and imperialism as analytical tools through which we can consider these reports. The second paper, “It Changes Me from Nothing to Something: Identifying Educative-Psychic Violence in a Counterterrorism Program for Nonelite Youths,” identifies educative-psychic violence in submissions to a U.S. public diplomacy initiative’s page on Facebook. It examines how teachers and staff interpret and communicate compliance with the program’s mission for students to develop an “appreciation for U.S. culture and democratic values through cultural enhancement activities” and addresses implications for education as public diplomacy. The third paper, “Teaching for Critically Engaged Denizenship: Lessons from Morocco on Naïve Notions of Citizenship and an Empowered Other Civic Status,” argues that in social studies education we too often use citizen and citizenship as inaccurate proxies for denizen and denizenship. Using ethnographic data from Morocco, it identifies distinctions in civic status and why they matter in civic education.
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