Citation:
Abstract:
In a period of shifting perceptions of Americans and Russians by both countries, my research seeks to examine the role that education can play in contributing to these perceptions and broader US-Russia relations. In an examination of the teaching experience of US to Russia Fulbright teachers, I seek to bring light to how state-sponsored education programs fulfill both a learning function as well as an ambassadorial one. Given that the majority of Fulbright teachers in Russia teach in universities, pure English instruction often takes a backseat to transmitting American culture, values, and lived experiences. Interestingly, Fulbright teachers almost exclusively teach outside of the major European metropolitan cities of Russia, with many highlighting they were often the first American their students interacted with.
Interviews revealed that Fulbright teachers have mixed perceptions of their role in the classroom, though most saw the significance of their presence as an American in their communities. Their students came with strong awareness of American culture, and teachers mostly dealt with more complex topics and social issues, albeit carefully. Their State Department training highlights their ambassadorial role with limited teaching instruction; an element of "fear-mongering" was noted by many teachers in their preparation for representing the United States in Russia. Teachers struggle to balance their desire to maintain rapport with their students while also correcting misperceptions about the US or pointing out areas of culture clash as their job entails, namely around gender roles and issues of diversity.