Addressing the problem of negligent perpetuation of neocolonialism...

Addressing the problem of negligent perpetuation of neocolonialism through international ser vice-based education programs

An Instrumental Case Study of Partnerships of Haiti Compact

negligent neocolonialism conceptual theory on partnership

PARTNERSHIPS & NEOCOLONIALISM AN APPROACH TO ASSESSING FOR NEOCOLONIALISM

take aways

Terms Globalization the phenomenon of intensifying pressure and flow between in countries in capital, people, information and culture (King, n.d.) resulting in unique global pressures that cultivate new and distinctive institutions and groups of people with mutually patent interests and agendas (Dodds, 2008)

Internationalization the aggregate of all of international initiatives (NAFSA , 2003) including â&#x20AC;&#x153;study abroad by US stude nts, â&#x20AC;Śinternational deve lopment projects, corporate and univer sity par tner ships, and campus community interactionsâ&#x20AC;? (Childress, 2010, p. 9)

Terms Colonialism The act and/or process of direct political, economic and educational control of one nation over the other (Altbac h, 1971)

Postcolonialism Re fer s to the historical ending of colonialism that can be thought of as â&#x20AC;&#x153;gradual process of disengagement with the colonial experienceâ&#x20AC;? (Crossley & Tikly, 2004, p. 148). The nation af ter is no longer under direct political, economic, and educational control by another countr y. During the period of time that follow colonialism, the liberated state enter s a period of reorganization and remains af fecte d by negative ef fects of the colonial experience.

Terms Hegemony Preponderant influence or authority over other s; the social, cultural, ideological, or economic influence exer ted by a dominant group (MerriamWebster)

Cultural Hegemony Rooted in Mar xist theor y and essential to Italian communism, proposed by Antonio Gramsci; theorizes culture as a repositor y of collective consciousness dominated directly/indirectly by hegemonic group; posits hegemony to be ac hieved through ideological/cultural means.

Terms Neocolonialism A new and indirect iteration of colonialism in whic h a nation is indirectly controlled by another through political, economic, or educational me ans.

ISL sc holar Kahn (2011) warns of neocolonialism being present in educational and development programs carried out in inte rnational contexts suggesting, â&#x20AC;&#x153;ISL brings together various frameworks where colonialistic ideologies still lingerâ&#x20AC;Śit is vital that all par ticipants ac knowledge and work through and against these imperialistic ideas and actionsâ&#x20AC;? (p. 115).

Literature Review Themes R e c i p r o c i t y , m u t u a l b e n e f i t , s o c i a l j u s t i c e (B err y & Ch ish olm , 1999; B row n , 2011; E ras m us, 2011; Fitts, 2009; Har tm an, Kiely, Friedrich s, & B oettc her, in press; Gru sky, 2000;

Jacoby, 1996, 2009; Keen & Hall, 2009; Kiely & Nielsen, 2003;

Kraf t, 2002; Kretzm ann, Mc Knig ht, Dobrow olski, & Pun tenn ey, 2005; Lon g o, 2007; Long o & S altm ar sh, 2011; McC ar thy, 1996; M cElhan ey, 1998; Nieha us, 201 2; Pia citelli et al. , 2013; Sa ndy & H ollan d, 2006; Sc heuerm ann , 1996; S igm on, 1979, Tonkin, 2011)

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; Hartman et al., in press; Kahn, 2011; Kiely & Nielson, 2003; Niehaus, 2012; Porter & Monard, 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 press; Jones & Steinberg, 2011; Kahn, 2011; Kraft, 2002; Lattanzi & Pechak , 2011; Miron & Moely, 2006; To n k i n, 2 01 1 ; Wa r d & Wo l f- Wend el , 2 0 0 0 ; W h i t ney & C l ay to n , 2 01 1 )

N e o c o l o n i a l i s m ( Baker-Boo samra, Guevara, & Balfour, 2006; Camacho , 2004; Cr abtree, 1998, 2008; Cr uz, 1990; Dharamsi et al., 2010; Erasmus, 2011; Hartman et al., in press; Hautzinger, 2008; Jones, 2002; Kahn, 2011;

King, 2004; Marullo & Edwards, 2000, Pluim & Jorgenson, 2012; Pompa, 2002; Stiglitz &

Squire, 1998, Woolf, 2008)

Problem Statement ď&#x201A;Ą The lack of community voice in current literature presents a problem of representation.

ď&#x201A;Ą Under representation leads to hegemonic structures that entrench cultural hegemony.

ď&#x201A;Ą 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 ser vice & learning-based par tnerships situated within a context of larger economic, political, and socio-cultural inequities

 Learning from NGO/INGOs and universities working in par tnerships that require border-crossing (Kiely, 2005)

Conceptual framework ď&#x201A;Ą Cycles & rationales of internationalization (Knight, 1994)

Awareness Reinforceme nt

Commitme nt

Revie w

Planning Operationali ze

Conceptual framework  Cycles & rationales of internationalization (Knight, 1994)

Awareness

Rationales    

Academic Economic Political Socio-cultural

Reinforcement

Commitment

Review

Planning Operationalize

Conceptual framework ď&#x201A;Ą Theor y of Panarchy in human and natural systems (Gunderson & Holling, 2003)

Methodology

Methodology- Case Study  Social constructivism- ontology, epistemology, axiological beliefs, & methodology (Creswell, 2013)

 “…in depth understanding of the situation and meaning for those involved. The interest is in the process rather than outcomes, in context rather than a specific variable, in discovery rather than confirmation” (Merriam, 1998, p. 19).

Research Questions  What are the perceived benefits and challenges of partnerships between NGOs/INGOs working in Haiti and American members of the Haiti Compact?  What are the benefit s and c hal lenges of establi shing par tner ships?  What are the benefit s and c hal lenges of devel oping par tner shi ps?  What are the benefit s and c hal lenges of par t ner shi ps?

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 beneficial, and social justice-oriented?  Is the perception of par tner ship influenced by historical and political relationships between Haiti, America, and the West?

 To what extent have par tner ships of the Haiti Compact reinforced or opposed patterns of coloniz ation in Haiti?

Authenticity Credibility Transferability Dependability Confirmability

Data collection

Multiple sources NGO/INGOs

Universities

 Amurtel

 American University

 Fonkoze

 College of William & Mary

 Int’l Child Care  Peasants of Fondwa

 University of Maryland  Loyola Marymount University  University of Connecticut

 Mennonite Central Comm.

 Eastern Michigan University

 Na Sonje

 Middlebury College

 Sonje Ayiti

 Indiana University

 Quintessential Individuals

 Break Away Organization*

Multiple Methods  Obser vations  Weekly conference calls of American universities  Community visits where partner projects occur

 Inter views  Primar y: Current I/NGO and university administrators  Secondar y: Former I/NGO and university administrators, current and former student leaders

 Document analysis  Project documents, correspondence, organizational guiding documents, training materials, recruitment materials

 Digital and Audiovisua l materials  Documentaries, pictures, websites

 Researcher narratives  Personal journaling of experience in Haiti

Methods  Authenticity  Credibility  Transferability

1. Researcher transparency 2. Triangulation

 Dependability

3. Data trail

 Confirmability

4. Prolonged engagement in the field

(Guba & Lincoln, 1981; Lincoln & Guba, 1985; Merriam 2009)

(Creswell, 2013)

Analysis & interpretation

Organization of Findings Internationalization Rationales

 Academic  Economic  Political  Socio-cultural

Panarchy system (adaptive cycle)

 Exploitation  Conservation  Release  Reorganization

RELATIONAL

Emerging themes

Relationship

Personal

Human Exchange/Connection

Bonding

Partnership

119

Emerging themes

NATURE

Sharing w/in Haiti Compact

Appreciation of Ayiti

Attitude of Learning

Humility

Persistence/Commitment Dignity

Helping

Ethics

155

CHARACTERISTICS

Emerging themes

I/NGO Structure

Institutional Structure

Context

Shared Mindset

Local Knowledge

I/NGO Contributions

Shared Capacity

241

GSL/ISL Vernacular

Emerging themes

Advocacy

Reciprocity

Social Justice

Colonialism/Neocolonialism

Mutual Benefit

Solidarity

Sustainability/Long-term

220

Challenges

Emerging themes

Organizational

Institutional

Environmental/Logistical

Outsider

Negative History

Stigma

Power Differentials

234

AYITI KNOWLEDGE

Emerging themes

Advocacy

Social/Cultural

Assets/Resources

Appreciation of Ayiti

History

181

Emerging themes

Characteristics Challenges GSL/ISL Vernacular Ayiti Knowledge Nature Relational

241 234 220 181 155 119

JESSICA MURPHY Doctoral candidate LOYOLA UNIVERSIT Y CHICAGO jdmurphy94@gmail.com