By Nicole Nguyen
Welcome to Milton highschool, the place worry is a teacher’s top software and each pupil is a soldier within the conflict on terror. A suffering public university outdoor the nation’s capital, Milton sat squarely on the heart of 2 traits: becoming worry of resurgent terrorism and mounting strain to run faculties as task education websites. In reaction, the college verified a really expert fatherland safeguard program.
A Curriculum of Fear takes us into Milton for a daily examine how the sort of application works, what it ability to scholars and employees, and what it says in regards to the militarization of U.S. public colleges and, extra greatly, the nation of public schooling during this nation. Nicole Nguyen publications 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 firms just like the NSA. She introduces us to scholars within the strategy of turning into a corps of “diverse employees” for the nationwide safety undefined, studying to be “vigilant” electorate; and she or he indicates us the typical realities of a application meant to enhance the varsity, revitalize the neighborhood, and do away with the success gap.
With connection with serious paintings on university militarization, neoliberal university reform, the influence of the worldwide struggle 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 place of origin defense application and its reputation. finally, because the first ethnography of one of these software, the publication presents a anxious shut stumble upon with the recent basic imposed by means of the worldwide battle on terror—a college instantaneously lower than siege and actively getting ready for the siege itself.
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Additional resources for A Curriculum of Fear: Homeland Security in U.S. Public Schools
Milton’s Homeland Security harkens back to these calls, especially as school administrators began creating a “kindergarten to career pipeline” aimed at preparing children “at the earliest possible age” for the - 34 - Teaching War and Feeling Fear national security industry. To do so, K–12 public schools today rely on funding and institutional arrangements similar to those originally fashioned during the Cold War. The end of the Cold War did not lead to the abandonment of national defense–oriented education or to marriages between schools and the national security industry.
Training this cyberarmy made up of “patriot hackers” capable of responding to what one lieutenant general called “September 11 cyberattacks” required that schools redesign their curricula accordingly. ”79 Drawing from the charged rhetoric texturing national reports, the Group concluded that without improving schools and aligning education with national security needs, the United States would remain vulnerable to terrorism. How did these national and local reports alter the educational opportunities available to young people?
In response, the school deployed police officers and military police into its hallways. The district endowed “no-nonsense” principal Jenny Snyder with “far-ranging powers” to suspend and expel any Milton student for any offense. Milton, in other words, borrowed the aggressive quality-of-life crimes used to “clean up” cities to “clean up” the school. These disciplinary strategies complemented the school’s efforts to gain competitive advantage in the district’s educational marketplace through its installation of the Homeland Security program.
A Curriculum of Fear: Homeland Security in U.S. Public Schools by Nicole Nguyen