The American Mideast Leadership Network: An Internationally-Oriented Non-Governmental Organization - Coursework Example

The American Mideast Leadership Network: An Internationally-Oriented Non- Governmental Organization Introduction The emphasis placed on the importance of non-governmental organizations in international relations has increased steadily in recent years. The notion that these non-governmental organizations can help effect positive change where state actors and institutions cannot or will not has taken root and inspired many people to place their trust in certain non-governmental organizations rather than with state or multinational actors. This essay will discuss the role of non-governmental organizations in international relations, illustrate this role by describing the work of the American Mideast Leadership Network, and describe a student leadership exchange to Syria. Role of Non-Governmental Organizations in International Relations Although they have traditionally been thought of more narrowly, non-governmental organizations have become more important to international relations professionals and scholars. George W. Bush, in his second inaugural address, stressed that "it is the policy of the United States to seek and support the growth of democratic movements and institutions in every nation and culture, with the ultimate goal of ending tyranny in our world" (qtd. in Lowenkron, 2006: np). While these policies may sound familiar, almost boilerplate in some respects, it is the increasing interest in and overt support of many non-governmental organizations that merits attention. For instance, in his remarks to the American Senate Foreign Relations Committee, Barry F. Lowenkron, the Assistant Secretary for Democracy, Human Rights, and Labor, stated, regarding President Bush's desire to end tyranny in the world, that "The work of NGOs is crucial to reaching that goal" (Lowenkron, 2006: np). It is this nuance, the interposition of non-governmental organizations, that indicates a growing trend in international relations. Where state institutions are viewed as hostile to certain international policy goals, or perhaps not strong enough to implement certain desired policies, non-governmental organizations are increasingly viewed as an alternative. Non-governmental organizations contribute to international relations in a variety of ways; for example, they report and publicize facts otherwise not known about civil societies, they lobby and protest, and they sponsor educational conferences and debates. Non-governmental organizations deal with health issues, environmental concerns, education, humanitarian relief operations, and the protection of fundamental rights and liberties. They are, in short, free of many of the constraints faced by state actors and increasingly well-funded and supported. This trend, from a western perspective, has been emphasized by one leading scholar in the field: NGOs in this context appear as missionaries of the good word about the marriage of convenience between the free market and democratic elections, and the virtues of social democratic action in the spaces available within the power structure as opposed to direct action against it. In this context, the NGOs are enlisted by official development agencies (ODAs) and governments as partners in the process of "sustainable human development" and "good [democratic] governance"-as watchdogs of state deviancy, as interlocutors and participants in the formulation of public policy, and guarantors of its transparency to inhibit or prevent corruption and rentierism (Veltmeyer, 2005: 90). In the final analysis, non-governmental organizations are increasingly thought to be able to accomplish goals traditionally associated with more traditional state and multinational actors. One example of a non-governmental organization doing such work is the American Mideast Leadership Network. American Mideast Leadership Network Incorporated as a section 501(c)(3) non-profit organization under the Internal Revenue Code, the American Mideast Leadership Network is dedicated to the creation of educational and cultural exchanges (American Mideast Leadership Network, 2008: np). These exchanges are broad in scope, including students, professionals, scholars, and philanthropists from the Middle East and the United States of America. The emphasis is on creating individuals whom will become future leaders and whom will understand the different religious, cultural, and political features that distinguish various Middle Eastern countries from America. Understanding is the central tenet of this non-governmental organization. The fundamental objectives are (1) "to debunk stereotypes and misunderstanding of people through education, people-to-people programs, lectures and grassroots outreach"; (2) "to empower the Arab communities in the United States through, leadership development, and immigrant education programs"; (3) "to raise awareness of the common values and aspirations that young Arab immigrants share with their peers in the United States"; (4) "to promote cultural and educational exchange among professionals, educators, and future leaders from the Middle East and the United States"; and, (5) "to cultivate relationships between local communities in the United States to foster an environment of coexistence and dialogue" (American Mideast Leadership Network, 2008: np). What is interesting is how the organization begins at the grassroots level hoping to impact international relations between Middle Eastern countries and America. The American Mideast Leadership Network attempts to accomplish these objectives through three main branches. The first branch, education and leadership, seeks to help students from the Middle East study at American universities, to assimilate while studying, and to aid in finding internships in a country with which they are not perfectly familiar. The most important parts of this branch, however, are the Youth Leadership Program and the Youth Leadership Initiative. This program is designed to help students from the Middle East, living in New York City, to co-exist more harmoniously in their communities and to teach conflict resolution skills. The initiative is divided into four discrete phases. The first phase emphasizes listening in order to better understand and identify where and how particular types of conflict and misunderstandings arise; the second phase extends beyond mere listening to immersion and experience exercises where the students meet important leaders and relevant sites; the third phase involves action in the form of a practical internship in which the students will use the previously learned skills in real-life situations to resolve conflicts; and, the fourth phase involves a recognition and evaluation in which the students reflect and comment upon the program in hindsight. In this way, by progressing slowly through these four discrete phases, the students are developed comprehensively and realistically. The second branch, family services, "is an Arabic-speaking and culturally sensitive program that aim to help and empower the Arab community in Queens, New York" (American Mideast Leadership Network, 2008: np). Central to this branch are efforts to aid members of the Arabic-speaking community in learning about their legal rights and the social services available. Consistent with the cultural exchange values of the organization, efforts are made to show Arabic-speaking youth that their aspirations, be they an education, a family or peace in the world, are shared by their American peers. Family services thus functions as a type of bridging mechanism in which people and services are brought together, in which cultures are more closely harmonized, and in which similarities are stressed while differences are noted. To his end, bridging differences, family services operate a youth program, a scholarship program for Arabic students, legal services, an information-referral program, and an outreach program. The third branch, the international program, seeks to function as a cultural bridge between people from the Middle East and America. This motivation was inspired by the terrorist attacks on the World Trade Center on September 11, 2001 because the attacks made cultural misunderstandings and fears much more visible to the entire world. The international program, thus intended, is essentially twofold. The first part of the international program concentrates on cultural and educational exchanges for students. The fundamental philosophical premise is that "academic exchanges programs help debunk the stereotypes that can lead to misguided resentment and violence" (American Mideast Leadership Network, 2008: np). In addition to promoting exchanges for students, the American Mideast Leadership Network also promotes exchanges or professionals and academics. This involves a list of participating institutions in both regions, actual travel to areas of interest, and the opportunity to actually be immersed in a different culture. In short, the international program seeks to create real cultural exchanges, to reduce conflict and misunderstanding by bringing people together, and to nurture future leaders. A Practical Example: Damascus, Syria An excellent example of the type of work carried out by the American Mideast Leadership Network is the U.S.-Syria Future Leaders Program. There is no question that Americans are suspicious of Syria and that Syrians are suspicious of America. The traditional actors, the respective governments of Syria and America, refuse to talk to each other, trade frequent insults, and do virtually nothing to promote peace or cultural understanding. In such an unproductive environment, therefore, it becomes for some other actor to attempt to achieve more understanding in order to prevent conflict. That is precisely what the American Mideast Leadership Network sought to accomplish with its U.S.-Syria Future Leaders Program. Nine college students from America were selected to participate in the two week program in Damascus, Syria; the event was extraordinarily noteworthy because "it was the first time that a group of students from the United States had ever visited Syria" (Manhattanville College, 2008: np). One of the American students, Mr. Declan Gavin, stated that he was amazed by how much different the Syrian people were than the images portrayed by the media; to this end, he stated that "The main focus of the trip was to use dialogue to break down barriers. Our group met with the Syrian student delegation and we discussed issues such as identity, stereotypes and media perceptions. One of the realizations both groups came to was how much the American and Syrian media sometimes exaggerates our differences, and how easy it is to accept that message without questioning it" (Manhattanville College, 2008: np). His comments are significant because they demonstrate that images articulated by governments and the media, be they American or Syrian, don't necessarily correspond to reality and may very well be incorrect. The trip, however, was not limited simply to a narrowly conceived meeting of students in a limited context; quite the contrary, the non-governmental organization also sought to place Syria in context. In terms of context, this means that the Americans were exposed directly to Syrian peers, they were exposed to Syrians more generally, and they were exposed to Syria's place in the Middle East and some of the problems faced by the Syrian government and the Syrian people. For instance, the American students took basic Arabic language classes, they had the incredible opportunity to see an Iraqi refugee camp first-hand, they toured sites of historical and cultural significance, and they met with people from all walks of life. They spoke to real Syrians and they observed the way of life; these are things that make understanding more possible. Perhaps the most fascinating aspect of the exchange was a meeting arranged between the supreme religious leader of Syria and the nine college students from America; as stated by one of the American students, "For me, the most memorable person we met was the Grand Mufti, who is the Islamic religious leader of Syria he was so very kind, and I feel he is very representative of the Syrian people. He answered all of our questions, and was very interested in where each of us came from within the United States. He loves the idea of this cultural exchange and wants more Americans to come to Syria" (Manhattanville College, 2008: np)." It seems painfully ironic that nine simple students from America can meet with the Grand Mufti of Syria and have such a pleasant time while state actors are constantly hurling unfounded accusations and threatening war and annihilation. Perhaps the leaders of America and Syria might learn something from these students. These successful results, a mutual respect and deepening curiosity, were a consequence of certain ground rules set down by the American Mideast Leadership Network. The participants were expected to treat each other as equals, to be mindful of the fact that different cultural values and expectations were in play, and that the students should think critically rather than falling back on religious or political dogma. In addition, both the Americans and the Syrians roomed together, thus deepening their exposure to each other rather than being separated. It was an immersion experience in many ways for all of the participating students. A novel approach to this youth leadership exchange was the use of "dialogue sessions" in order to provide some structure for the students. Indeed, as noted explicitly by the American Mideast Leadership Network "the dialogue component was the core of the exchange program" (Youth Leadership Exchange, 2008: np). There were two-hour dialogue sessions each day which were facilitated by professionals and designed to allow the participants to learn about and discuss a broad range of issues. These issues were political, religious, cultural and personal. Some of the sessions most enjoyed by the students revolved around gender roles, the media, and stereotyping. The goal was to build trust, to promote a deeper understanding, and to better understand how conflict can arise. In all of these respects the dialogue sessions proved valuable. One participant, Mr. Fady Mirhom, was so enthusiastic that he referred to the experience as a new type of knowledge, stating that "the AMLN exchange with Syria gave me a first hand knowledge about Syria and the Syrians that I would never get through any source of media, I would call that the Ground Knowledge" (American Mideast Leadership Network, 2008: np). It is here, by bringing people together on the ground rather than through distant media outlets such as television or newspapers that the American Mideast Leadership Network has succeeded in promoting friendship and cultural understanding between Americans and Syrians. Conclusion In the final analysis, the American Mideast Leadership Network demonstrates a number of important points. First, non-governmental organizations can function effectively as representatives of change. Second, even the most different types of people can develop and sense of mutual trust and admiration when efforts are made to promote respect and critical thinking rather than relying on other people's opinions. Finally, this is a model that might prove fruitful as an alternative to traditional forms of political competition. Understanding and the bringing together of people is much more likely to promote peace and preclude conflict in the future. Works Cited American Mideast Leadership Network. May 16, 2008. . American Mideast Leadership Network. May 16, 2008. Youth Leadership Exchange < http://amln.org/international_youth.htm>. Lowenkron, Barry F. "The Essential Role of Non-Governmental Organizations in the Development of Democracy." U.S. Department of State. Assistant Secretary for Democracy, Human Rights, and Labor: Remarks to the Senate Foreign Relations Committee Washington, DC, June 8, 2006. . Manhattanville College. May 16, 2008. Student Profiles: Declan Gavin. http://www.mville.edu/Students/StudentProfiles/GalvinDeclan.aspx Veltmeyer, Henry. "Democratic Governance and Participatory Development: The Role of Development NGOs." The Whitehead Journal of Diplomacy and International Relations Summer/Fall (2005): 89-109. Read More