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A Curriculum of Fear: Homeland Security in U.S. Public Schools PDF

301 Pages·2016·5.691 MB·English
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A Curriculum of Fear This page left deliberately blank A Curriculum of Fear Homeland Security in U.S. Public Schools Nicole Nguyen University of Minnesota Press Minneapolis London Copyright 2016 by the Regents of the University of Minnesota All photographs are by the author, unless otherwise credited. All rights reserved. No part of this publication may be reproduced, stored in 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. Published by the University of Minnesota Press 111 Third Avenue South, Suite 290 Minneapolis, MN 55401- 2520 http://www.upress.umn.edu Printed in the United States of America on acid- free paper The University of Minnesota is an equal- opportunity educator and employer. 21 20 19 18 17 16 10 9 8 7 6 5 4 3 2 1 Library of Congress Cataloging-in-Publication Data Names: Nguyen, Nicole, author. Title: A curriculum of fear : homeland security in US public schools / Nicole Nguyen. Description: Minneapolis : University of Minnesota Press, 2016. | Includes bibliographical references and index. Identifiers: LCCN 2015039886 | ISBN 978-0-8166-9826-4 (hc) | ISBN 978-0-8166-9828-8 (pb) Subjects: LCSH: National security—United States. | Terrorism—United States—Prevention. | Public schools—United States. Classification: LCC HV6432 .N55 2016 | DDC 363.325072/073—dc23 LC record available at http://lccn.loc.gov/2015039886 Contents Introduction Welcome to Milton High 1 Chapter 1. Teaching War and Feeling Fear 15 Public School Reform during the Global War on Terror Chapter 2. The Covert Researcher 45 The Ethics of a School Ethnography Chapter 3. This Is Your Future 73 Militarizing the Dreams of Students Chapter 4. Teaching Terrorism 127 Inside the Homeland Security Program Chapter 5. Student, Terrorist, or Patriot? 185 Learning to Fear, Mourn, and Love after September 11 Conclusion Thinking Differently While under Siege 235 Acknowledgments 245 Notes 247 Bibliography 261 Index 279 Introduction Welcome to Milton High As I did most mornings in the field, I drove up to Milton High School’s faculty parking lot, passing through a barbed wire– lined chain link fence that wound its way around the school.1 Two signs welcomed me onto Milton public school property, which rests on the edge of the Fort Milton military base in the greater D.C. area: “Warning: Restricted Area” and “This area patrolled by military working dogs.” After park- ing, I walked to the front of the school and bound up the long set of stairs, nodding hello to two students hanging out on a blue metal bench marked with the school’s logo. On my way, I noticed two police cars parked out front, one more than usual. I knew the school’s front doors would be locked, so I peered through the small windows next to the steel doors in search of a student who might open them so I could avoid buzzing the main office. Soon enough, a student pushed open one of the doors for me. After I walked in, he glanced outside for any other stragglers. I then reported directly to the main office, following the signs that asked me to do so. I maneuvered around dillydallying students who, late to class, dragged their feet even more to spite the teacher who chided them as she passed by. On my way, I found that the cheerful murals of the Capitol and Statue of Liberty brightened the school’s windowless but clean hallways. Once in the main office, I routinely handed over my driver’s license to the school secretary, who scanned its barcode into her computer. Using the data attached to my driver’s license, the school computer ran my name through Raptor’s vSoft visitor management software, which de- tects registered sex offenders and those with a record of domestic vio- lence. My presence in the school required that I submit an official form of identification and that I comply with this background check each time I entered the school.2 While I waited for the computer to complete its scan, I turned around to sign the school logbook. I documented who - 2 - Introduction I was, when I entered the building, and where I intended to go. Looking up at the clock to record the time, I took a minute to glance at the color TV monitors displaying real- time images from the school’s security cameras. Behind me, administrator walkie- talkies buzzed with activity, call- ing school staff to classrooms to remove disruptive students and re- minding administrators of meetings to which they were already late. Students bustled in and out of the main office in search of a late pass, a missing notebook, a friend. A parent waiting for a meeting with the principal nervously tapped her foot. I smiled. On this April morning several months into my fieldwork at Milton, the cadences of the school day felt familiar, with these scenes predictably playing out in similar fashion each time I visited the school. Turning back, the school secretary reached out with a visitor sticker that displayed the photo from my license, my name, the date and time of my entry, and my destination. As I took the sticker, my eyes wandered to a small, telephone- like device behind the secretary. Surveillance video from a camera perched above the school’s front doors circuited to this device and allowed me to watch as a parent rang the main office for entry into the school. After checking this screen, the secretary pressed a button that momentarily unlocked the front door. Peeling off the back of my visitor badge, I pressed the sticker to my chest. Looking down, I checked that the sticker stuck and was clearly visible to the police officers and hall monitors patrolling Milton. A hall monitor had recently chastised me for not submitting to these security procedures, and so I intended to show my full compliance, at least for one day. Holding the door open for the newly arrived parent, I thanked the secretary and turned to head to the class I was set to observe that day: Foundations of Homeland Security 1, a required course for stu- dents enrolled in the public school’s specialized Homeland Security program. On that spring day, I observed ninth- grade students in the Founda- tions of Homeland Security 1 class discuss with their teacher “Besides death, why would a terrorist attack U.S. agriculture?” As the teacher explained to her eager students about the economics of the U.S. food supply and the deaths that could result from the movement of contami- nated foods across state lines, I wondered, how did the United States Introduction - 3 - get here? What investments and social structures made this discussion about terrorism and national security3 in a U.S. public high school not only possible but frighteningly normalized? Opening the Doors to the National Security Industry Having observed and interacted with mostly ninth- and tenth- grade stu- dents at Milton, my first real conversation with eleventh grader Jamal occurred when I formally interviewed him toward the end of the school year. A soft- spoken and polite Black boy with braces, Jamal enrolled in Milton’s Homeland Security program in his freshman year and was on track to graduate with a geographic information systems (GIS) certifi- cation that would qualify him for entry- level map- making jobs as a GIS technician. Given his training, Jamal intended to pursue a career in the cybersecurity industry for either the government or the private sector. He was even in the process of obtaining a “top secret” security clear- ance for a summer internship at the National Security Agency (NSA). In his interview, Jamal reflected on his time in Milton’s Homeland Security program, tracing what he learned, the opportunities made available to him, and his new career goals: I came in not knowing anything about terrorism and, you know, you learn a lot of information and background on it. And also get op- portunities you wouldn’t really expect to get. And, okay, so, what can I do? They kind of help you with your career and even make sure your grades are on point. . . . It might be like for the government ’cause, like, GIS, I’ve thought about opportunities. You don’t even have to work for the government. You could work for private companies. So it gives you a lot of options to think about. . . . And I’m meeting good people. For instance, internship opportunities: one of the intern- ship opportunities I was given was for NSA. I was an intern for DISA, for the Defense Information Systems Agency, and I met some good people. . . . And, that’s probably the best part of this program is you get lots of experience. You meet lots of people, high people like mili- tary generals. In meeting “high people” through the Homeland Security program, Jamal landed a potential internship with the NSA. Like most jobs at the

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