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Liberation for Whom? Securitization and politicization of education aid

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Abstract:

On August 13, 2008, the Taliban ambushed and killed International Rescue Committee worker and humanitarian Jackie Kirk and her three colleagues in Logar Province, Afghanistan when her white vehicle visibly marked with the International Rescue Committee (IRC) logo was ambushed by the Taliban. The Taliban claimed responsibility for the murder of Kirk and three other colleagues, citing that they were part of the “illegal occupation forces” (Novelli, 2010, p.459). Kirk’s attack and death represent the increasing number of attacks against humanitarian workers but also reflect the real and perceived reality of host nations that humanitarian intervention buttresses military and political motives of donor states. This paper, though a multi-scalar critical geopolitics lens and series of case studies, will explore the complicated use of education aid as a “political weapon” and a means to support military and political operations in the name of homeland security as states strive for coherence between humanitarian educational and political efforts, enmeshing aid workers into a political struggle. As Novelli (2010) highlights, aid is now used to “induce policy change” by “using education as a means of socializing target populations towards accepting Western and ‘capitalist’ hegemony” (p.453). How does this impact the educational agendas of donor states, and how do the political efforts underpinning educational lending shape epistemic (in)justice through education programs? Ultimately this paper seeks to address how the geopolitics plays a role in (re)shaping the role of humanitarian intervention in the form of education and how this resituating of aid creates very real material effects on the lives of education recipients in post-conflict states.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p484192_index.html
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MLA Citation:

Nguyen, Nicole. "Liberation for Whom? Securitization and politicization of education aid" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p484192_index.html>

APA Citation:

Nguyen, N. , 2011-05-01 "Liberation for Whom? Securitization and politicization of education aid" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p484192_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: On August 13, 2008, the Taliban ambushed and killed International Rescue Committee worker and humanitarian Jackie Kirk and her three colleagues in Logar Province, Afghanistan when her white vehicle visibly marked with the International Rescue Committee (IRC) logo was ambushed by the Taliban. The Taliban claimed responsibility for the murder of Kirk and three other colleagues, citing that they were part of the “illegal occupation forces” (Novelli, 2010, p.459). Kirk’s attack and death represent the increasing number of attacks against humanitarian workers but also reflect the real and perceived reality of host nations that humanitarian intervention buttresses military and political motives of donor states. This paper, though a multi-scalar critical geopolitics lens and series of case studies, will explore the complicated use of education aid as a “political weapon” and a means to support military and political operations in the name of homeland security as states strive for coherence between humanitarian educational and political efforts, enmeshing aid workers into a political struggle. As Novelli (2010) highlights, aid is now used to “induce policy change” by “using education as a means of socializing target populations towards accepting Western and ‘capitalist’ hegemony” (p.453). How does this impact the educational agendas of donor states, and how do the political efforts underpinning educational lending shape epistemic (in)justice through education programs? Ultimately this paper seeks to address how the geopolitics plays a role in (re)shaping the role of humanitarian intervention in the form of education and how this resituating of aid creates very real material effects on the lives of education recipients in post-conflict states.


Similar Titles:
Mobilizing Liberal Democracy: The Role of Civil-Military Institutions and Political Education in the Transition to Democracy in West Germany and South Africa

Civic Education and Religious Minorities. A Test for Political Liberals.

Internationalizing the Political Science Curriculum: The Travel Course and Liberal Education


 
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