| Popis: |
As the United States military engagement in Afghanistan comes to an end, so do Provincial Reconstruction Teams (PRTs), the primary tool for hearts and minds projects by the U.S. military. These teams of United States military members from all branches worked in provinces to help build roads, mentor Afghan government officials, and provide humanitarian assistance. Throughout the literature I researched, the voices of those who served on PRTs was missing. Understanding their interactions in the context of informal education was sought to be explained through PRT members’ words. This thesis was conducted as a collective case study using coding within each interview and then cross-coded to find relevant themes that defined informal education within the context of Provincial Reconstruction Teams. Six PRT members from various provinces and years of service participated in the thesis. Five themes were found, 1) cultural exchange 2) building relationships 3) importance and influence of interpreters 4) empowerment and self-reliance, and 5) reflection. Conclusions draw upon themes found the need for further research as this thesis is the first to ask about informal education within the context of PRTs. Further research is needed regarding the voices of other PRT members, specifically Army Civil Affairs and Security Forces. Afghans remain silent within this work and must also have a voice in order to understand all sides of informal education within the PRT context. Advice is given regarding future implications of PRTs as a strategy and how to better equip our military members to play the role of educator in cross-cultural contexts. |
