By Nicole Nguyen
Welcome to Milton highschool, the place worry is a teacher’s most sensible instrument and each scholar is a soldier within the warfare on terror. A suffering public university open air 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 colleges as task education websites. In reaction, the college confirmed a really expert native land defense program.
A Curriculum of Fear takes us into Milton for a day by day examine how the sort of software works, what it skill to scholars and employees, and what it says concerning the militarization of U.S. public faculties and, extra extensively, the kingdom of public schooling during this kingdom. Nicole Nguyen courses us via a curriculum of nationwide security–themed sessions, electives, and internships designed via public-private partnerships with significant safety contractors like Northrop Grumman and federal organisations just like the NSA. She introduces us to scholars within the strategy of turning into a corps of “diverse staff” for the nationwide protection undefined, studying to be “vigilant” electorate; and she or he exhibits us the typical realities of a software meant to enhance the varsity, revitalize the neighborhood, and do away with the success gap.
With connection with serious paintings on institution militarization, neoliberal college reform, the influence of the worldwide warfare on terror on daily life, and the political makes use of of fear, A Curriculum of Fear maps the contexts that gave upward thrust to Milton’s place of birth defense software and its acceptance. eventually, because the first ethnography of this type of application, the publication offers a stressful shut stumble upon with the recent common imposed through the worldwide warfare on terror—a university without delay less than 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
38 These high school military academies often require that students wear military uniforms, incorporate military leaders into daily school life, teach military history, and mandate that students participate in the JROTC. These programs, and their popularity, rest on the racialized and classed assumption that non-dominant youth require military-style discipline to succeed. Although Milton students celebrated their preparation for national security jobs, not all youth enroll in these academies for their military or national security training.
62 Project Revere used both university facilities and faculty to develop a better understanding of leaflet dropping, a useful tool to warn the masses of an impending enemy attack and spread war propaganda. 63 Research on Project Revere pointed me to other similar university partnerships, signaling that the University of Washington’s incorporation of the war effort into its institution through federal partnerships was hardly an exceptional case. The University of California (UC), for instance, began managing two institutes dedicated to research related to nuclear weapons development: the New Mexico–based Los Alamos National Laboratory, founded in 1943, and the Lawrence Livermore National Laboratory, which opened in 1952.
These institutions invested in and developed scientific advancements useful to the military, a trend that emerged during World War II and intensified with the onset of the Cold War. Mid-century priorities of national defense and the military not only transformed the relationship between schools and the government; they also altered the kind of knowledge academics and students focused on producing and disseminating. ”60 These technoscientific combinations were difficult to resist given the involvement of such powerful actors and resources.