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NEGLIGENT PERPETUATION OF
NEOCOLONIALISM THROUGH
INTERNATIONAL SERVICE-BASED
EDUCATION PROGRAMS
An
Instrument
al Case
Study of
Partnershi
ps of Haiti
Compact
NEGLIGENT NEOCOLONIALISM
C O N C E PT U A L T H E O RY O N PA RT N E R S H I P
take
aways
TERMS
Globalization
the phenomenon of intensifying pressure and fl ow between in
countries in capital, people, informa tion and culture (King, n.d.)
resulting in unique globa l pressures that cultivate new and
distinctive institutions a nd groups of people with mutua lly patent
interests and agendas (Dodds, 2008)
Internationalization
the aggregate of all of international initiatives (NAFS A, 2003)
including study abroad by US students, international
development projects, corporate and university pa rtnerships, a nd
campus community interactions (Childress, 20 10, p. 9)
TERMS
Colonialism
The act and/or process of direct politica l, economic and educational
control of one nation over the other (Altbach, 197 1)
Postcolonialism
Refers to the historical ending of colonia lism tha t can be thought of
as gradual process of disengagement with the colonial
experience (Crossley & Tikly, 2004, p. 148). The na tion a fter is no
longer under direct politica l, economic, a nd educa tional control by
another country. Dur ing the period of time tha t follow colonia lism,
the liberated state enters a period of re- orga nization and rema ins
aff ected by negative eff ects of the colonial experience.
TERMS
Hegemony
Preponderant infl uence or authority over others; the social,
cultural, ideological, or economic infl uence exerted by a domina nt
group (Merriam-Webster)
Cultural Hegemony
Rooted in Marxist theory a nd essential to Ita lian communism,
proposed by Antonio Gra msci; theorizes culture a s a repository of
collective consciousness domina ted directly/indirectly by
hegemonic group; posits hegemony to be achieved through
ideological/cultural means.
TERMS
Neocolonialism
A new and indirect iteration of colonia lism in which a na tion is
indirectly controlled by a nother through political, economic, or
educational means.
ISL scholar Kahn (2011) wa rns of neocolonia lism being present in
educational and development programs ca rried out in interna tional
contexts suggesting, ISL brings together various frameworks
where colonialistic ideologies still lingerit is vital that a ll
participants acknowledge a nd work through and a gainst these
imperialistic ideas and actions (p. 115).
I n c l u s i o n o f c o m m u n i t y k n o w l e d g e
(Bringle, Hatcher, & Jones, 2011; Brown, 2011; Camacho, 2004; Erasmus, 2011;
Ha r t ma n et a l . , i n p re s s ; Ka h n, 2 0 1 1 ; Ki el y & Ni el s o n , 20 0 3 ; Ni e h a u s , 2 0 1 2 ; Po r t e r & Mo n a rd ,
2001;
Simonelli, Earle & Story, 2004; Whitney & Clayton 2011)
L a c k i n g c o m m u n i t y v o i c e
(Bringle & Hatcher, 2002; Bushouse, 2005; Crabtree, 2008; Cruz & Giles, 2000; Hartman et al.,
in p res s;
J o n es & S t e i n b e rg , 2 0 1 1 ; Ka h n , 2 0 1 1 ; Kr a ft , 2 0 0 2 ; L a t t a n zi & Pe c h a k, 2 0 1 1 ; M i ro n & Mo e l y,
2006;
To n k i n , 2 0 1 1 ; W a r d & W o l f - W e n d e l , 2 0 0 0 ; W h i t n e y & C l a y t o n , 2 0 1 1 )
N e o c o l o n i a l i s m
( B a ke r- B o o s a m r a , G u e v a r a , & B a l f o u r , 2 0 0 6 ; C a m a c h o , 2 0 0 4 ; C r a b t r e e , 1 9 9 8 , 2 0 0 8 ; C r u z , 1 9 9 0 ;
Dharamsi et al., 2010; Erasmus, 2011; Hartman et al., in press; Hautzinger, 2008; Jones,
2002;
Ka h n , 2 0 1 1 ; Ki n g , 2 0 0 4 ; M a r u l l o & E d w a rd s , 2 0 0 0 , P l u i m & J o rg e n s o n , 2 0 1 2 ; Po mp a , 2 0 0 2 ;
Stiglitz &
S q u i re , 1 9 9 8 , Wo o l f , 2 0 0 8 )
PROBLEM STATEMENT
The lack of community voice in current literature
presents a problem of representation.
Under representation leads to hegemonic structures
that entrench cultural hegemony.
Negligently creating cultural hegemony equates to
neocolonialism.
RATIONALES
Emphasis on internationalization of campuses in
response to globalization (Altbach & Knight, 2007;
Green & Schoenberg, 2006; Siaya & Hayward, 2003)
Growing popularity of GSL/ISL (curricular & co curricular)
Understanding the implications of service & learningbased partnerships situated within a context of larger
economic, political, and socio -cultural inequities
Learning from NGO/INGOs and universities working in
partnerships that require border-crossing (Kiely, 2005)
CONCEPTUAL FRAMEWORK
C y cl es & r a t ion a l es of inte rna t io na li z a ti on ( Knigh t, 1 9 9 4 )
Awarenes
s
Reinforcem
ent
Commitme
nt
Revie
w
Planning
Operational
ize
CONCEPTUAL FRAMEWORK
C y cl es & r a t ion a l es of inte rna t io na li z a ti on ( Knigh t, 1 9 9 4 )
Awarenes
s
Rationales
Academic
Economic
Political
Socio-cultural
Reinforceme
nt
Commitment
Review
Planning
Operationali
ze
CONCEPTUAL FRAMEWORK
Theory of Panarchy in human and natural systems
(Gunderson & Holling, 2003)
METHODOLOGY
RESEARCH QUESTIONS
What are the perceived benefi ts and
challenges of partnerships between
NGOs/INGOs working in Haiti and American
members of the Haiti Compact?
W hat a re t h e b e ne fi ts a nd c ha lleng es o f e stab lishing
p ar t ner ship s?
W hat a re t h e b e ne fi ts a nd c ha lleng es o f d e ve lop in g
p ar t ner ship s?
W hat a re t h e b e ne fi ts a nd c ha lleng es o f p a rtne rs hip s?
RESEARCH QUESTIONS
To what extent do NGO/INGOs working in Haiti
and American members of the Haiti Compact
perceive their partnerships to be reciprocal,
mutually benefi cial, and social justice-oriented?
Is the perception of partnership infl uenced by
histor ical and political rela tionships between Ha iti,
America, and the West?
To what extent ha ve par tnerships of the Ha iti Compa ct
reinforced or opposed pa tterns of coloniz ation in Haiti?
Authenticity
Credibility
Transferability
Dependability
Confirmability
DATA COLLECTION
MULTIPLE SOURCES
NGO/INGOs
Amurtel
Fonkoze
Intl Child Care
Peasants of Fondwa
Mennonite Central
Comm.
Na Sonje
Sonje Ayiti
Quintessential
Individuals
Universities
American University
College of William & Mary
University of Maryland
Loyola Marymount
University
University of Connecticut
Eastern Michigan
University
Middlebury College
Indiana University
Break Away Organization*
MULTIPLE METHODS
Observations
Weekly conference calls of American universities
Community visits where partner projects occur
Interviews
Primary: Current I/NGO and university administrators
Secondary: Former I/NGO and university administrators,
current and former student leaders
Document analysis
Project documents, correspondence, organizational guiding
documents, training materials, recruitment materials
Researcher narratives
Personal journaling of experience in Haiti
METHODS
Authenticity
Credibility
Transferability
Dependability
Confi rmability
(Guba & Lincoln, 1981; Lincoln &
Guba, 1985; Merriam 2009)
1.
2.
3.
4.
Researcher transparency
Triangulation
Data trail
Prolonged engagement in
the fi eld
( C re s w e l l , 2 0 1 3 )
ANALYSIS &
INTERPRETATION
ORGANIZATION OF FINDINGS
Internationalization
Rationales
Academic
Economic
Political
Socio-cultural
Panarchy system
(adaptive cycle)
Exploitation
Conservation
Release
Reorganization
RELATIONAL
EMERGING THEMES
Relationship
36
Personal
32
Human Exchange/Connection
27
Bonding
13
Partnership
11
119
EMERGING THEMES
NATURE
31
Appreciation of Ayiti
31
Attitude of Learning
28
22
23
Humility
EL
Persistence/Commitment
Dignity
EL
Helping
EL
Ethics
EL
155
CHARACTERISTICS
EMERGING THEMES
I/NGO Structure
81
Institutional Structure
47
10
Context
31
Shared Mindset
23
Local Knowledge
EL
23
I/NGO Contributions
19
17
Shared Capacity
241
GSL/ISL Vernacular
EMERGING THEMES
Advocacy
80
11
Reciprocity
EL
32
Social Justice
EL
28
11
Colonialism/Neocolonialis
m
EL
27
Mutual Benefit
EL
21
Solidarity
EL
18
Sustainability/Long-term
14
220
Challenges
EMERGING THEMES
Organizational
81
Institutional
39
10
Environmental/Logistical
29
11
Outsider
23
22
Negative History
22
Stigma
18
Power Differentials
EL
234
AYITI
KNOWLEDGE
EMERGING THEMES
Advocacy
58
Social/Cultural
36
Assets/Resources
31
Appreciation of Ayiti
31
History
25
181
EMERGING THEMES
Characteristics
Challenges
GSL/ISL
Vernacular
Ayiti Knowledge
Nature
Relational
241
234
220
181
155
119
JESSICA MURPHY
DOCTORAL CANDIDATE
LOYOLA UNIVERSITY
CHICAGO
jdmurphy94@gmail.com