By Nicole Nguyen

Welcome to Milton highschool, the place worry is a teacher’s top instrument and each pupil is a soldier within the conflict on terror. A suffering public college outdoor the nation’s capital, Milton sat squarely on the middle of 2 developments: starting to be worry of resurgent terrorism and mounting strain to run faculties as task education websites. In reaction, the varsity confirmed a really expert fatherland protection program. 

A Curriculum of Fear takes us into Milton for a day by day examine how this kind of software works, what it capacity to scholars and employees, and what it says in regards to the militarization of U.S. public faculties and, extra commonly, the nation of public schooling during this state. Nicole Nguyen courses us via a curriculum of nationwide security–themed sessions, electives, and internships designed via public-private partnerships with significant safeguard contractors like Northrop Grumman and federal enterprises just like the NSA. She introduces us to scholars within the means of turning into a corps of “diverse staff” for the nationwide protection undefined, studying to be “vigilant” voters; and he or she indicates us the standard realities of a software meant to enhance the college, revitalize the neighborhood, and get rid of the success gap. 

With connection with serious paintings on university militarization, neoliberal university reform, the effect of the worldwide struggle on terror on lifestyle, and the political makes use of of fear, A Curriculum of Fear maps the contexts that gave upward thrust to Milton’s place of origin protection software and its recognition. eventually, because the first ethnography of the sort of application, the publication presents a traumatic shut stumble upon with the hot basic imposed by way of the worldwide battle on terror—a university right away below siege and actively getting ready for the siege itself.

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Extra resources for A Curriculum of Fear: Homeland Security in U.S. Public Schools

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S. schools. These histories overlap and inform one another. I offer a brief snapshot of this securitized school history to provide context for the emergence of Milton’s Homeland Security program. The Cold War’s Impact on Education A quick survey of this complex history immediately pointed me to President Eisenhower’s 1958 National Defense Education Act (NDEA). Cold War anxieties, heightened by the 1957 Soviet launch of Sputnik, prompted President Eisenhower’s passage of the NDEA. S. educational system’s ability to churn out innovative workers who could advance science for the purposes of (nuclear) war or linguists who could contribute to Cold War intelligence programs.

And other interested parties (gas and electric companies). Although the formal military institution and neoliberal context certainly shaped much of what happened at Milton, other security-­oriented institutions, social actors, norms, and doctrines participated in the school’s remaking in the shadow of the global war on terror. ” This reconceptualization accounts for these new educational arrangements, partnerships, and practices that include, but also extend beyond, the formal military institution and contribute to multiple permutations of the global war on terror, not just on the formal battlefield.

The promise of a career in the security industry, dependent on a security clearance that required a “clean” background, served as a novel disciplinary tool used to encourage students to behave in particular ways while in school. As such, this Teaching War and Feeling Fear - 25 - book examines how Milton’s Homeland Security program created new forms of discipline in addition to these more traditional practices at the school. S. society, a process that seeks to restructure all aspects of social life around a military agenda.

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