DOCSLIB.ORG

Civic Education Post 9/11

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Civic Education Post 9/11 Social Studies Research and Practice Volume 2, Number 2, Summer 2007 www.socstrp.org ISSN: 1933-5415 Civic Education Post 9/11: Efficacy, Cosmopolitanism, and Pedagogical Implications Dr. Azadeh Farrah Osanloo New Mexico State University Abstract The many discourses surrounding 9/11 place existing civic education in a tenuous space within the current political climate. The challenges of producing a universally acceptable interpretation and approach to democratic education have been compounded in the aftermath of 9/11. Due to a heightened sense of fear and an increased level of blind nationalism, many of the basic concepts in the Constitution, like equality, justice, and reciprocity have been temporarily de-emphasized for a more compartmentalized way of “American” living, based on concepts such as patriotism, loyalty, and safety. Given the current political climate, the time to revisit the goals of civic education as a conduit of a globalized deliberative democracy is now. The author argues that civic education programming would be better served if more emphasis were placed on the philosophical foundations of the subject. Introduction An examination of documented civic education practices reveals that most civic education in the US is lacking an examination of the philosophical underpinnings that aid in its pedagogical design. In history and social studies curricula, students in American public schools tend to learn primarily about American perspectives and values with a sprinkling of philosophical perspectives added in (U.S. Department of Education, 2004). These practices do not adequately underscore the founding principles of most civic education, broadly construed, in the US. The author argues that civic education programming would be better served if more emphasis were placed on the philosophical foundations of the subject. This normative emphasis would help to more clearly explain questions like the following: (a) Why is civic education in schools important; (b) what is the basis of cosmopolitan citizenship; and (c) what should a citizen look like, act like, and be like post 9/11? It is important to note that this research stems from a concern that an ethnocentric model of thinking does not allow for meaningful civic education, one that values the reciprocity of ideas or appreciates alternative systems of thought. It is especially important for this type of education to be grounded in the principles of a liberal democratic and egalitarian framework. 180 Social Studies Research and Practice Osanloo In the following paper, the author briefly discusses Joel Westheimer’s (2004) liberally- based civic agenda. An advocate and supporter of public school civic education programming, he believes citizenship education is important for creating a democratic society. Next, the theoretical distinction of cosmopolitanism, currently being employed in the examination of civic education, will be discussed. This theory was specifically chosen as it helps to underline some of the programmatic goals that should be associated with civic education. It was also selected because its focus is global and multicultural, and therefore reflective of the demographics of the United States, and moreover, the world at large. Finally, the discussion will be narrowed to civic concerns based on a post-9/11 climate. The combined analyses of the efficacy of civics, cosmopolitanism, and post-9/11 discussion will help illuminate pedagogical concerns and implications within the discourse of civic education. Support for Civic Education in Schools Embedded in the discussion of civic education is the assumption of the importance of having some sort of civic education in public schools. Scholars, like James Murphy, would not agree with this claim, instead citing that civic education’s attempt at inculcating in values and morals fails as well as undermines the essential nature of schooling—to garner a love of knowledge. Joel Westheimer’s (2003) support for school-based civic education programming is situated in the notion that schools play a large role in educating students for democracy and citizens for active reflective practice. He argued that, “Young people need to be taught to make democracy work, to engage civically, socially, and politically” (Westheimer, 2003, p. 35). He also maintained that schools have a major part to play in securing an active, fair, and evolving society. Furthermore, this important role that schools play in the democratic process must be acknowledged and nurtured. Westheimer theorizes that the expectations and values of teaching a democratic education are often confounded and contradictory; however, he contends that just because there are a broad number of goals and topics does not mean the importance of teaching the subject should be negated. Westheimer and his colleague Joe Kahne (2003) created three visions of a “good” citizen that were offered in Teach Magazine. These visions can be used as a platform from which discussions within civics can abound as well as provide an understanding as to the multifaceted goals and responsibilities within civic education. The visions are as follows: (a) the personally responsible citizen: (b) the participatory citizen: and (c) the justice-oriented citizen. Working in agreement, these visions help to promote deliberation, equality, social justice, autonomy, responsibility, recognition of others, interest in social movements, participation, knowledge of government, strategies for change, and thinking critically (Westheimer & Kahne, 2003). Westheimer notes the importance of the critical debate within civic education. He sees the dissension with the subject matter as an imperative component to recognizing the different visions and discussing each in relation to the curriculum; he also sees the diversity of pedagogies as beneficial. For the scholar, these differences help to adequately address concerns such as the following: What kind of values are we teaching in terms of democracy, and what interests and ideas are embedded in varied notions of citizenship? (Westheimer, 2003). In addition, he does not believe that traditional academic priorities and teaching for democratic values and citizenship are at odds with one another, but rather can work together to produce a well-rounded citizen. And he fully acknowledges that this is a difficult process to be navigated carefully: “The choices we make for citizenship education in our schools have consequences for the kind of society we ultimately help to create (Westheimer, 2003, p. 19). 181 Social Studies Research and Practice Osanloo As Westheimer suggests, civic education is central to schooling. In this time, when the modern condition of citizenship is ambiguous and clarity is needed, it is important to support civic education programming. Indeed, this author agrees with Westheimer’s notion that educating and nurturing students for democracy is serious business (Westheimer, 2003). While debates wax, regarding the effectiveness of civic education programming, the subject does exist in schools and is sanctioned by U.S. Department of Education guidelines. The practical concern regarding the efficacy of civic education programming in schools is that it must exist, especially within the context of a democratic nation state. Moreover, the subject matter needs to be nurtured and encouraged as the edupolitical climate becomes much more polemical and tenuous. In conjunction with the usefulness of the subject in its pedagogical form, normative reasoning is vital to fostering the subject as it can help pave the way for solid civic education programming. Therefore, as part of this research, it is important to take a look at a current theoretical influence important within civic education. Nussbaum’s Cosmopolitanism In the pre-9/11 anthology For Love of Country, Martha Nussbaum (1996) asked, “Should students be taught that they are, above all, citizens of the United States, or should they instead be taught that they are, above all, citizens of a world of human beings who happen to be situated in the United States?” (Nussbaum, 1996, p. 6). Nussbaum is concerned that the overzealous adoption of a national identity can lead to blind nationalism, thus commodifying and compartmentalizing compassion within immediate borders, and not adhering to a plan for cosmopolitanism. According to Nussbaum (1996), the notion of cosmopolitanism should stem from an allegiance towards a global humanity as opposed to a national identity. She elaborated: Americans have frequently supported the principle of giving the fact of being American a special salience in moral and political deliberation, and pride in a specifically American identity and a specifically American citizenship a special power among the motivations to political action. I believe that…this emphasis on patriotic pride is both morally dangerous and, ultimately, subversive of some of the worthy goals patriotism sets out to serve—for example, the goal of national unity in devotion to worthy moral ideals of justice and equality. These goals…would be better served by an ideal that is in any case more adequate to our situation in the contemporary world, namely the very old ideal of the cosmopolitan, the person whose primary allegiance is to the community of human beings in the entire world. (pp. 3-4) However, Gutmann (1996) argued that there is no real global polity; she challenges Nussbaum’s characterization of cosmopolitanism as a moral constraint on political exercise. Gutmann further argued that, “We are citizens of the American
Load more

Recommended publications
  • Resisting Chinese Linguistic Imperialism
    UYGHUR HUMAN RIGHTS PROJECT SPECIAL REPORT Resisting Chinese Linguistic Imperialism: Abduweli Ayup and the Movement for Uyghur Mother Tongue-Based Education Rustem Shir, Research Associate Logo of the Ana Til Balilar Baghchisi (Mother Tongue Children’s Garden) May 2019 Contents Acknowledgement 4 Introduction 5 1. CCP language policy on education in East Turkestan 6 Foundations of CCP ethnic minority policy 6 Eras of minority language tolerance 9 Primary and secondary school ‘bilingual’ education policy 12 The Xinjiang Class 20 Mandarin as the language of instruction at Xinjiang University 22 Preschool and kindergarten ‘bilingual’ education policy 23 Suppression of the Movement for Uyghur Mother Tongue-Based Education 26 The Hotan Prefecture and Ghulja County Department of Education directives 28 Internment camps 29 Discussion 32 2. ABduweli Ayup and the Movement for Uyghur Mother Tongue-Based Education 36 Upal: Why couldn’t we study Kashgari? 36 Toquzaq: Oyghan! (Wake Up!) 38 Beijing: Our campus felt like a minority region 41 Doletbagh: My sad history repeating in front of me 50 Urumchi: Education for assimilation 55 Lanzhou: Are you bin Laden? 60 Ankara: Ethno-nationalism and a counterbalance 67 Urumchi: For the love of community 72 Lawrence: Disconnected 77 Kashgar: Rise of the Movement for Uyghur Mother Tongue-Based Education 81 Urumchi: Just keep silent 89 Kashgar: You’re going to be arrested 93 Doletbagh Detention Center: No choice, brother 98 Urumchi Tengritagh Detention Center: Qorqma (Don’t be afraid) 104 Urumchi Liudaowan Prison: Every color had disappeared 109 Urumchi Koktagh Prison: Do you want to defend yourself? 124 2 Urumchi/Kashgar: Release and return 127 Kashgar: Open-air prison 131 Ankara: Stateless and stranded 138 Paris: A new beginning 146 3.
    [Show full text]
  • Exploring the Perception of Nationalism in the United States and Saudi Arabia Reem Mohammed Alhethail Eastern Washington University
    Eastern Washington University EWU Digital Commons EWU Masters Thesis Collection Student Research and Creative Works 2015 Exploring the perception of nationalism in the United States and Saudi Arabia Reem Mohammed Alhethail Eastern Washington University Follow this and additional works at: http://dc.ewu.edu/theses Part of the Islamic World and Near East History Commons, and the United States History Commons Recommended Citation Alhethail, Reem Mohammed, "Exploring the perception of nationalism in the United States and Saudi Arabia" (2015). EWU Masters Thesis Collection. 330. http://dc.ewu.edu/theses/330 This Thesis is brought to you for free and open access by the Student Research and Creative Works at EWU Digital Commons. It has been accepted for inclusion in EWU Masters Thesis Collection by an authorized administrator of EWU Digital Commons. For more information, please contact [email protected]. EXPLORING THE PERCEPTION OF NATIONALISM IN THE UNITED STATES AND SAUDI ARABIA A Thesis Presented To Eastern Washington University Cheney, WA In Partial Fulfillment of the Requirements For the Degree Master of Arts in History By Reem Mohammed Alhethail Fall 2015 ii THESIS OF REEM MOHAMMED ALHETHAIL APPROVED BY DATE ROBERT SAUDERS, GRADUATE STUDY COMMITTEE DATE MICHAEL CONLIN, GRADUATE STUDY COMMITTEE DATE CHADRON HAZELBAKER, GRADUATE STUDY COMMITTEE iii MASTER’S THESIS In presenting this thesis in partial fulfillment of the requirements for a master’s degree at Eastern Washington University, I agree that (your library) shall make copies freely available for inspection. I further agree that copying of this project in whole or in part is allowable only for scholarly purposes.
    [Show full text]
  • Postcoloniality, Science Fiction and India Suparno Banerjee Louisiana State University and Agricultural and Mechanical College, Banerjee [email protected]
    Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2010 Other tomorrows: postcoloniality, science fiction and India Suparno Banerjee Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the English Language and Literature Commons Recommended Citation Banerjee, Suparno, "Other tomorrows: postcoloniality, science fiction and India" (2010). LSU Doctoral Dissertations. 3181. https://digitalcommons.lsu.edu/gradschool_dissertations/3181 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. OTHER TOMORROWS: POSTCOLONIALITY, SCIENCE FICTION AND INDIA A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College In partial fulfillment of the Requirements for the degree of Doctor of Philosophy In The Department of English By Suparno Banerjee B. A., Visva-Bharati University, Santiniketan, West Bengal, India, 2000 M. A., Visva-Bharati University, Santiniketan, West Bengal, India, 2002 August 2010 ©Copyright 2010 Suparno Banerjee All Rights Reserved ii ACKNOWLEDGEMENTS My dissertation would not have been possible without the constant support of my professors, peers, friends and family. Both my supervisors, Dr. Pallavi Rastogi and Dr. Carl Freedman, guided the committee proficiently and helped me maintain a steady progress towards completion. Dr. Rastogi provided useful insights into the field of postcolonial studies, while Dr. Freedman shared his invaluable knowledge of science fiction. Without Dr. Robin Roberts I would not have become aware of the immensely powerful tradition of feminist science fiction.
    [Show full text]
  • Tanmayee BANERJEE 2014.Pdf
    WestminsterResearch http://www.westminster.ac.uk/research/westminsterresearch Nationalism and internationalism in selected Indian English novels: 1909 – 1930 Tanmayee Banerjee School of Social Sciences, Humanities and Languages This is an electronic version of a PhD thesis awarded by the University of Westminster. © The Author, 2014. This is an exact reproduction of the paper copy held by the University of Westminster library. The WestminsterResearch online digital archive at the University of Westminster aims to make the research output of the University available to a wider audience. Copyright and Moral Rights remain with the authors and/or copyright owners. Users are permitted to download and/or print one copy for non-commercial private study or research. Further distribution and any use of material from within this archive for profit-making enterprises or for commercial gain is strictly forbidden. Whilst further distribution of specific materials from within this archive is forbidden, you may freely distribute the URL of WestminsterResearch: (http://westminsterresearch.wmin.ac.uk/). In case of abuse or copyright appearing without permission e-mail [email protected] Nationalism and Internationalism in Selected Indian English Novels: 1909 – 1930 Tanmayee Banerjee A thesis submitted in partial fulfilment of the requirements of the University of Westminster for the degree of Doctor of Philosophy Department of English School of Social Sciences, Humanities and Languages University of Westminster April 2014 Affirmation Herewith I declare that the work submitted is my own. Appropriate credit has been given to thoughts that were taken directly or indirectly from other sources. -- Tanmayee Banerjee Acknowledgements I owe my sincerest gratitude to all the institutions, organizations and individuals who have been directly and indirectly involved in this project.
    [Show full text]
  • Unit II: Nationalism Outline: Chapter 8, Section 2 (P. 253-257) Europe In
    Unit II: Nationalism Outline: Chapter 8, Section 2 (p. 253-257) Europe in Revolt: • After the Congress of Vienna: European nations are peaceful w/ each other (up until the Crimean War), but are facing internal instability • Philosophical Differences (vis-à-vis political organization): o Conservatism the wealthy, nobles, landowners, who argued for maintaining traditional monarchies (legitimacy) o Liberalism emerging industrial middle class (business leaders & merchants), argued for more power to elected parliaments (constitutional monarchies), in which ONLY the educated and landowners could vote (no friend to the working class); usually favor non- violent reform o Radicalism promoted by members of the working class, argued for FULL democracy for ALL citizens (don’t “fix” monarchies, replace them!); maintain ideals of the French Revolution (liberty, equality, fraternity)… favor radical reform, using violence, if necessary • Nationalism: pride & loyalty in a nation (territorial grouping of people who share a common culture or history… or, common ethnic identity!); patriotism; NOT having loyalty to a monarch or [multi-ethnic] empire; loyalty to the nation you have, want, or had • Jingoism: extreme nationalism (blind nationalism) • Nation-State: possesses the following: o a SOVEREIGN government o a group of people under the political authority of that government (may be homogeneous or multiethnic… consider: what conditions make for a more united population?) o a defined territory • Nation-states could be created either by uniting smaller states / kingdoms (i.e. Germany), OR splitting away from existing larger empires to establish “self-rule” (i.e. Austrian Empire) • “The rise of modern nationalism is tied to the spread of democratic ideas and the growth of an educated middle class.
    [Show full text]
  • My Voice Is My Weapon: Music, Nationalism, and the Poetics Of
    MY VOICE IS MY WEAPON MY VOICE IS MY WEAPON Music, Nationalism, and the Poetics of Palestinian Resistance David A. McDonald Duke University Press ✹ Durham and London ✹ 2013 © 2013 Duke University Press All rights reserved Printed in the United States of America on acid- free paper ♾ Cover by Heather Hensley. Interior by Courtney Leigh Baker Typeset in Minion Pro by Tseng Information Systems, Inc. Library of Congress Cataloging- in- Publication Data McDonald, David A., 1976– My voice is my weapon : music, nationalism, and the poetics of Palestinian resistance / David A. McDonald. pages cm Includes bibliographical references and index. isbn 978-0-8223-5468-0 (cloth : alk. paper) isbn 978-0-8223-5479-6 (pbk. : alk. paper) 1. Palestinian Arabs—Music—History and criticism. 2. Music—Political aspects—Israel. 3. Music—Political aspects—Gaza Strip. 4. Music—Political aspects—West Bank. i. Title. ml3754.5.m33 2013 780.89′9274—dc23 2013012813 For Seamus Patrick McDonald Illustrations viii Note on Transliterations xi Note on Accessing Performance Videos xiii Acknowledgments xvii introduction ✹ 1 chapter 1. Nationalism, Belonging, and the Performativity of Resistance ✹ 17 chapter 2. Poets, Singers, and Songs ✹ 34 Voices in the Resistance Movement (1917–1967) chapter 3. Al- Naksa and the Emergence of Political Song (1967–1987) ✹ 78 chapter 4. The First Intifada and the Generation of Stones (1987–2000) ✹ 116 chapter 5. Revivals and New Arrivals ✹ 144 The al- Aqsa Intifada (2000–2010) CONTENTS chapter 6. “My Songs Can Reach the Whole Nation” ✹ 163 Baladna and Protest Song in Jordan chapter 7. Imprisonment and Exile ✹ 199 Negotiating Power and Resistance in Palestinian Protest Song chapter 8.
    [Show full text]
  • Author: Dr Stefan Auer Senior Lecturer in History and Politics Deputy
    Author: Dr Stefan Auer Senior Lecturer in History and Politics Deputy Director Innovative Universities European Union (IUEU) Centre La Trobe University Melbourne Victoria 3086 Australia Email: [email protected] Title: ‘New Europe’: between Cosmopolitan Dreams and Nationalist Nightmares Abstract: This article seeks to expose the limitations of dominant discourses about European integration. It argues that the attempt to move towards a more federalist Europe underpinned by the ideal of ‘post-national citizenship’ (Habermas) is both unrealistic and undesirable. The rise of populism and ethno-centric nationalism that endanger the European project emerged in Europe not despite the cosmopolitan agendas of its elites, but to a large extent, in response to their ambitious agendas. A more realistic view on nationalism is imperative for a better understanding of European integration; one capable of addressing the appeal of populist politics. ‘New Europe’: between Cosmopolitan Dreams and Nationalist Nightmares Twenty years after the collapse of communism in Europe, and five years after the ‘big bang’ enlargement of the European Union, Europe still appears divided. While the talk of a new ‘Iron Curtain’ is premature, Europe’s unity is being tested, particularly against the background of deteriorating economic conditions. Elites in the ‘New Europe’ fear that their nations will be forgotten and ignored by the West, whereas Western elites in the ‘Old Europe’ tend to worry more about political instability emanating from the East. The tension is further exacerbated by different assumptions about the role of nationalism in the process of European integration. West European elites are apprehensive about certain tendencies in the ‘New Europe’ which they assumed had been consigned to the dustbin of history.
    [Show full text]
  • The Balkans Beyond Nationalism and Identity
    THE BALKANS BEYOND NATIONALISM AND IDENTITY PAVLOS HATZOPOULOS I.B.Tauris THE BALKANS BEYOND NATIONALISM AND IDENTITY hatzopoulos_balkans_beyond_nationalism_FINAL_19112007.pdf 1 20/11/2007 10:31:42 For Nelly, Loukia, and Alexis hatzopoulos_balkans_beyond_nationalism_FINAL_19112007.pdf 2 20/11/2007 10:31:42 THE BALKANS BEYOND NATIONALISM AND IDENTITY International Relations and Ideology PAVLOS HATZOPOULOS hatzopoulos_balkans_beyond_nationalism_FINAL_19112007.pdf 3 20/11/2007 10:31:42 Published in 2008 by I.B.Tauris & Co Ltd, 6 Salem Road, London W2 4BU 175 Fifth Avenue, New York NY 10010 www.ibtauris.com In the United States of America and Canada distributed by Palgrave Macmillan, a division of St. Martin’s Press, 175 Fifth Avenue, New York NY 10010 Copyright © 2008 Pavlos Hatzopoulos The right of Pavlos Hatzopoulos to be identified as the author of this work has been asserted by the author in accordance with the Copyright, Designs and Patent Act 1988. All rights reserved. Except for brief quotations in a review, this book, or any part thereof, may not be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher. ISBN: 978 1 84511 503 6 A full CIP record for this book is available from the British Library A full CIP record is available from the Library of Congress Library of Congress Catalog Card Number: available Printed and bound in Great Britain by TJ International Ltd, Padstow, Cornwall From camera-ready copy supplied by [email protected] hatzopoulos_balkans_beyond_nationalism_FINAL_19112007.pdf 4 20/11/2007 10:31:42 CONTENTS Acknowledgements vii Introduction 1 1.
    [Show full text]
  • The Articulation of a Constructive Patriotism La Noción De Patria En El Discurso De Unidos Podemos (2016-2017): La Articulación De Un Patriotismo Constructivo
    The notion of homeland in Unidos Podemos discourse (2016-2017): the articulation of a constructive patriotism La noción de patria en el discurso de Unidos Podemos (2016-2017): la articulación de un patriotismo constructivo Carmen González Gómez. Graduated in Hispanic Philology (University of Salamanca), Master in Spanish Language (Autonomous University of Madrid). I am currently working on my doctoral thesis on Spanish political discourse at the University of Salamanca. My research areas are discourse analysis and cognitive linguistics. I am the author of several papers on political discourse. I am a teaching assistant for undergraduates at the Faculty of Philology of the University of Salamanca, and I am also a member of research projects related to the teaching of Spanish as a foreign language. University of Salamanca, Spain [email protected] ORCID: 0000-0003-0408-0442 Received: 23/06/2020 - Accepted: 24/10/2020 Recibido: 23/06/2020 - Aceptado: 24/10/2020 Abstract: Resumen: In the Spanish political language, the lexical selection used to refer En el lenguaje político español, la selección léxica empleada para to the concept of nation shows striking ideological differences: aludir a la nación revela diferencias ideológicas: mientras las for- ISSN: 1696-019X / e-ISSN: 2386-3978 right-wing parties use the term Spain whereas progressive or maciones de la derecha se refieren a España, los partidos de corte nationalist parties favour the phrase Spanish State. Similarly, the progresista o nacionalista hablan del Estado español. De igual term homeland is generally associated with conservative imagery. modo, el término patria se asocia generalmente al imaginario con- Since its appearance on the political scene in 2014, Podemos servador.
    [Show full text]
  • Changing Youth Values in Southeast Europe
    Out with the old Danilo Mandić 10 Out with the old Youth solidarity and nationalism among young Kosovars and Serbs Danilo Mandić Introduction Bertrand Russell is said to have remarked that, if love is blind, nationalism has lost all five senses. The danger of ‘allowing popular terminology to confuse our sci- entific efforts’ (Lieberson and Linn 2002: 15) is all the greater when such loaded concepts are discussed in Kosovo and Serbia. Through propagandistic textbooks, demagogic parties, and jingoistic media, young people in both societies are sub- jected to enormous nationalist indoctrination. Its intentions, however, are much better understood than its actual effects. Do these young adults uncritically accept the indoctrination, losing all five senses? Youngsters from these societies are routinely categorized as nationalistic and intolerant (Taleski and Hoppe 2015), with less scholarly interest in contrary cur- rents. Observers wonder if these ‘Black Box Youth’ (Schwartz and Winkel 2016: 16, 38) are doomed to repeat the regional cycle of ethnic discord, with little inquiry into consensus between them. While their non-ethnic and anti-nationalistic val- ues have been neglected, the two ethnic categories have been studied in isolation from each other. How does youth solidarity – an age-based, generational sense of belonging – relate to nationalism for these young adults? This chapter attempts a non-standard approach to youth from Kosovo and Ser- bia. Instead of rediscovering their nationalistic identities and values, I explore how they relativize and substitute them. Instead of studying each ethnic cate- gory separately, I ask what commonalities exist, assuming a relational approach. Through thirty in-depth conversations with young people from Priština and Bel- grade Universities, I explore how they think about, talk about, and enact national- ism in relation to a generation-specific theme ofyouth solidarity.
    [Show full text]
  • Walter Lippmann, Strategic Internationalism, the Cold War, and Vietnam , 1943-1967
    ABSTRACT Title of Dissertation: WALTER LIPPMANN, STRATEGIC INTERNATIONALISM, THE COLD WAR, AND VIETNAM , 1943-1967 Matthew A. Wasniewski, Doctor of Philosophy, 2004 Dissertation Directed By: Professor Shu Guang Zhang, Department of History This dissertation examines the Cold War writings and activities of the American commentator Walter Lippmann—in particular his observations about U.S. policy in Vietnam. Lippmann was the preeminent columnist of his era, writing 2,300 installments of his Today and Tomorrow column between 1945 and 1967. Lippmann crafted a conceptual framework for promoting American internationalism that blended political realism, cosmopolitanism, and classical diplomacy. That approach shaped his role as a moderator of the domestic and international dialogue about the Cold War, as a facilitator of ideas and policies, and as a quasi -diplomat. Chapter one suggests that based on new archival sources a re -evaluation of Lippmann is necessary to correct inadequacies in the sta ndard literature. Chapter two surveys his strategic internationalist approach to foreign affairs from the publication of his first foreign policy book in 1915 to three influential volumes he wrote between 1943 and 1947. Chapter three explores Lippmann’s position on a prominent and controversial Cold War issue—the partition of Germany. Chapter four makes a comparative analysis of Lippmann with the French commentator Raymond Aron, examining Lippmann’s part as a dialogue-shaper and public broker during the Cuban Missile Crisis and the subsequent debate about nuclear sharing in the Atlantic Alliance. Chapter five moves the study toward his writings on U.S. policy in Asia —particularly U.S. -China policy and the Korean War.
    [Show full text]
  • Macedonian Migration to North America and the Making of Modern Macedonia, 1870-1970
    ABSTRACT Title of Dissertation: SALVATION ABROAD: MACEDONIAN MIGRATION TO NORTH AMERICA AND THE MAKING OF MODERN MACEDONIA, 1870-1970 Gregory Michaelidis, Doctor of Philosophy, 2005 Dissertation Directed By: Professor Gary Gerstle, Chair, Department of History This dissertation explores the establishment of Macedonian diaspora communities in North America, and the concurrent development of Macedonian national identity, between 1870 and 1970. Taking a transnational approach to cultural history, it ultimately finds a reciprocal relationship between Macedonian migration and identity by focusing on key nationalist leaders and organizations, as well as the crucial points of transformation in the evolution of Macedonian national identity. By blurring the boundary between Canada and the United States – as did many migrants from Macedonia who saw the two countries as “Upper” and “Lower” America – this study emphasizes migration rather than settlement in order to unveil nationalism’s religious, cultural and political components. The dissertation, therefore, is grounded not in the cement of a single national narrative, but in the cultural products that result from passages – physical, spiritual, and social – among nations. As the nineteenth century ended, a climate of deprivation and violence compelled tens of thousands of men from the Macedonian region to depart their troubled corner of the Balkans and find economic salvation abroad. Like their fellow villagers, most of the migrants considered themselves to be geographically Macedonian but culturally Bulgarian. Almost none identified with a nationality in the modern sense. This study argues, however, that more than simply fulfilling an economic mission abroad, the migrant men, and later their families, capitalized on the freedoms North America offered to forge a broader “salvation” that fundamentally changed their national and ethnic worldview.
    [Show full text]