Why Students Should Care About the Wars America Fights - The Atlantic - 0 views
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The more I asked my students about their thoughts on the Middle East, the more I realized that it was not simply a matter of disinterest (although that is certainly a factor among some), but rather that the subject only existed to them in an abstract manner.
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My high-school experience was shaped by 9/11, and I enlisted in the Marine Corps shortly after the towers fell. It wasn’t until after I returned from deployment to Iraq and entering college that I began to think more about what this war meant and how it has fundamentally changed American society. But for my students, this was a war that had existed for almost their entire lives: In fact, from the moment many of them were born, the U.S. has been engaged in conflict in Iraq and Afghanistan. This is not to mention the indelible mark that terrorism has left on Europe in recent years, or the very visible specter of ISIS operating within the Middle East and Africa today. How could there be no questions?
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I wanted students to actively seek understanding of the region and the war that shaped a new generation of vets, including myself. I wanted to know that this history would not be lost, that a war costly in blood and treasure would not be forgotten; student detachment now would mean their detachment as they entered college and, ultimately, the “real world.” The consequences of a disinterested society are severe when considering the inevitability of future American military mobilization.
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I began to wonder if the disconnect is generational, whether today’s children are uniquely disconnected from the war that has shaped their lives
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Consider the Vietnam War: The number of U.S. households owning a television increased by 75 percent between 1950 and 1960. By the time the Tet Offensive took place in 1968—a major turning point in the war—nearly 95 percent of households owned a TV. Images of the war were directly broadcast into the homes of millions of Americans via the big three networks
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the fact that it was America’s first truly televised war speaks to its magnitude as a media event. Personal connections also rendered teenagers hyper-exposed to the war. Even though a minority of those who served in Vietnam were conscripted, the draft was still a salient aspect of the war, one of which families were all too aware
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By contrast, in 2010, when the war in Iraq reached its seven-year mark, just 1 percent of news coverage was dedicated to the conflict. And currently, the proportion of Americans having served in the U.S.’s longest-running wars in Iraq and Afghanistan stands at less than 1 percent
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With no relatives or family friends having served in Iraq or Afghanistan, and with such little media exposure to the conflicts, many young people do not have any reference point for understanding the impact of war.
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Fewer families maintain connections to the military today than in previous eras, and this fact is especially pronounced among younger Americans; the younger you are, the less likely you are to know anyone who served in the armed forces.
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Experts argue history education—let alone nuanced history education that encourages critical thinking—is a low priority for America’s public schools, and if that’s the case this flaw only exacerbates the problem. As does the reality, according to some critics, that many modern-day textbooks teach a highly biased account of the “War on Terror.”
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What does this mean? America’s youth aren’t apathetic—rather, they’ve grown up during a war obscured by modern American culture. If one doesn’t care to look at the war, then he doesn’t have to
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If education is truly an investment in the future, then that education must involve addressing consequences of prolonged war.
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It is today’s students who will foot the bill for Iraq and Afghanistan when they become taxpayers. It is today’s students who are now—and will continue to be—exposed to an entirely new set of policies and institutions have been developed in the name of the “War on Terror.” Today’s students, for instance, will continue to grow up in an era of both ever-increasing electronic surveillance and reduction of privacy.
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Students’ silence speaks to the need for American schools to address a growing divide between the military and the American public—to include as a core part of the curriculum lessons on this ill-defined war that has left societies in ruin and changed American politics. At some point, students must learn that it is their civic responsibility to understand and assess violence being waged in their name.