International scholar exchange programs: The impact of incomplete images of Arabs and Americans. A case study of the Fulbright Exchange program.

摘要

This study begins by identifying the relations between American and Middle-Eastern Arab societies as characterized by conflict. It then identifies the potential positive impact that teacher exchange programs can have on improving these strained diplomatic relations. This is recognized as one of the socializing/resocializing functions of teacher exchanges, in alignment with the theory of graduate student socialization provided by Weidman, Twale & Stein (2001). The socializing goals of diplomacy, mutual understanding and dialogue construction as well as visual literacy are established as the primary socializing functions of teacher exchanges between American and Middle-Eastern Arab education systems. These are then identified as central tenets within the program that provides the case study for this paper, the U.S. State Department's Fulbright Exchange program. However, a gap analysis of this program in terms of funding, two-way versus one-way structure, and global participation rates reveals that this potential has not been realized through Fulbright exchanges between these societies. Recommendations are formulated in light of these findings that seek to amend these conditions. Importantly, recommendations are made for further research and inquiry into the irregularities and inconsistencies discovered in the gap analysis, and it is suggested that further analysis of the conditions be made as a means of informing reforms to the Fulbright Program.