#publicdiplomacy – IPDGC Smart Power

Student Spotlight: Matthew Snow

May 4, 2023May 4, 2023Global Communication

By Mohamad Fayaz Yourish, MA Global Communication ’25

1. Can you tell us a bit about your background (where you’re from and/or grew up) and what brought you to GW to pursue a graduate degree in Global Communication?

As a non-traditional student at GW, my background is diverse. After high school, I spent eight years touring and playing in a rocket metal and post-hardcore band, gaining moderate success. However, after the 2016 election, I felt a growing desire to get more politically involved. With the band slowing down, I decided to pursue a political science degree as a way to break out of my small town in South Carolina and make a difference in a larger setting. Juggling full-time work and online undergraduate studies at Arizona State University, I researched potential career paths and discovered the U.S. Foreign Service, particularly the areas of political affairs and public diplomacy, which intrigued me.

I applied for an internship with the State Department and was selected to intern with the consulate in Frankfurt during the spring of 2020. This experience solidified my interest in public diplomacy as I had the opportunity to use my personal background to bridge cultural gaps and build relationships through cultural affairs outreach programs. I also realized my passion for understanding cultures through food and gastronomic diplomacy. In my final year at ASU, I added a communications minor and graduated summa cum laude. When looking for graduate programs, I considered various options related to global communications, intercultural communications, and international and intercultural communications.

What ultimately led me to choose GW was the personal interaction I had with the program director, Dr. William Youmans, during the admitted students day in the spring of 2022. Unlike other programs where I felt a lack of interest in my goals and identity as a student, Dr. Youmans showed genuine interest in me and my aspirations, which drew me towards GW, where the global communications program is housed under the and the Elliott School of International Affairs and the School of Media and Public Affairs. I am now grateful for the decisions I have made and couldn’t be happier with where I am today.

2. What specific courses or projects have you found most impactful so far in your Global Communication program?

My coursework here at GW has been incredibly engaging, covering a wide range of interesting topics. Currently, I am enrolled in a course on global gender policy, where we analyze international agreements and policy documents through a feminist and gendered lens. We critically examine these documents to identify gaps, such as the lack of coverage on LGBTQ issues or the inadequate support for women and children in post-disaster situations. This multidimensional approach has provided me with a solid foundation to draw upon as I was preparing for the Foreign Service Officer Assessment, which I successfully passed.

In terms of projects, there has been a piggyback effect in my academic journey. For instance, in my research design course during my first semester, I worked on a project referred to as the “prospectus.” It involved developing a research paper and designing potential experiments to address a problem. This problem stemmed from my experience standing in line at an anime convention in DC during the summer of 2022. I was intrigued by how exposure to foreign media with accurate cultural depictions could foster positive perceptions and reduce cultural biases.

I explored the potential of using culturally accurate programming to bridge cultural gaps and bring people together in a more inclusive and understanding way, seeing foreign cultures in a positive light rather than as adversaries or unknown entities. This project stemmed from my personal interest in anime and culture, and my desire to understand how they intersect and whether it is possible to eliminate cultural biases through exposure to properly depicted cultural programming.

3. You have recently successfully passed your Foreign Service Officer Assessment, how has your experience at GW helped you achieve that?

This was actually my third attempt at the Foreign Service Officer process, previously known as the Oral Assessment, and my first time making it. My time at GW has been a non-linear journey without a specific course that provided me with a single kernel of knowledge to leverage. Instead, it has been about expanding my thinking and absorbing more knowledge, and then being able to adapt and apply it to different situations. Additionally, I cannot emphasize enough how invaluable it has been to have a public diplomacy scholar like Professor Chris Teal, who is a current Foreign Service Officer, as a resource. Professor Teal has been a massive support in discussing the career path, providing insights on what it looks like, and strategizing how things might unfold throughout the process. While he hasn’t provided me with study materials, being able to bounce ideas off him and draw from his experience has been reassuring and has helped me focus on what I need to learn and how to approach the subject and assessment with more confidence. Having a solid basis to draw from has been extremely helpful in navigating this process.

4. Considering your interest in multiculturalism and understanding different cultures, how has GW provided you with opportunities to connect with individuals from different cultures as part of your academic journey?

I am thoroughly enjoying the multicultural and international environment at GW. Coming from a small town in South Carolina where the population is predominantly white, African American, and Latino/Hispanic, with limited exposure to individuals from other countries, I am thrilled to be able to interact with classmates from Afghanistan, Pakistan, India, Brazil, Colombia, South Korea, Japan, Thailand, and more. Incorporating this international dimension into my education is important to me as I aspire to be a good representative of the United States in my future career as a diplomat. I genuinely enjoy understanding people on a deeper level, recognizing that I have always felt somewhat different from where I come from. Bridging the gap between cultures and gaining a profound understanding of individuals, their personalities, identities, and how their culture influences them, including through food, is a passion of mine. I am particularly fascinated by anthropology and how human society has evolved through food and geography, and I find it incredibly fulfilling to understand people for who they are at their core, irrespective of their origin or background. I am always curious to learn and expand my understanding of different cultures.

5. What advice do you have for future students who are interested in pursuing a Global Communication graduate degree?

If you’re uncertain about a particular decision, my advice would be to go for it. I personally enjoy the flexibility and freedom that the global communications program at GW offers. While there are requirements, such as choosing a concentration, you also have the option to create your own concentration. As long as you can effectively advocate for yourself when communicating with the program director, you can shape your program of study according to your own vision. There will still be core requirements, such as the cornerstone, capstone project, and research methods course, but the rest is up to you to mold in the direction you desire.

One of the unique aspects of the global communications program is that it sits at the intersection of two prominent schools at GW: the Elliott School of International Affairs and the School of Media and Public Affairs. This allows you to draw from both schools and tailor your program to your liking. Personally, I have found this flexibility advantageous when selecting additional courses, such as skills courses from the School of Media and Public Affairs or international affairs courses from global gender policy. It has given me the opportunity to hone in on my specific interests, such as LGBTQ gender and human rights advocacy, and build my own minor within the program. This level of customization is something I did not see in other programs, and it truly sets the global communications program at GW apart.

Matt was interviewed by first-year graduate student Mohamad Fayaz Yourish. Fayaz is also in the Global Communication program working with IPDGC on student engagement.

Student Spotlight: Julia Koski

May 4, 2023May 5, 2023Global Communication

By Mohamad Fayaz Yourish, MA Global Communication ’25

1. Can you tell us a bit about your background (where you’re from and/or grew up) and what brought you to GW?

I was born and raised in Ridgewood, NJ, in Northern New Jersey, and initially came to Washington, DC to pursue my undergraduate studies at GW. I earned a double major in International Affairs and French language, literature, and Culture, and during my time at GW, I also had the opportunity to spend a year studying at Sciences Po in Paris, France. This experience ignited my passion for cross-cultural communication and exchange, as I realized the value of understanding different cultures in the field of international affairs. Because I think when I was in my undergrad, I knew I was interested in the international affairs field, but I didn’t know it is so broad. I didn’t know what direction I wanted to take it in so that year of exchange really solidified for me that I wanted to continue to be in a space where I could work on cross-cultural communication projects, or issues to take that into a more professional sphere. After graduating from GW, I worked in public diplomacy programs in DC for several years, which further reinforced my interest in this field. I decided to pursue a graduate program to deepen my academic foundation in public diplomacy, and I knew I wanted to stay in DC to continue working while studying. When I came across the Global Communications program at GW, it seemed like the perfect fit for my professional goals and familiarity with the university as an alumna, so I made the decision to return to GW for my graduate studies.

2. What drew you to pursue a graduate degree in Global Communication?

I sought a specialized degree that would align with my career goals in public diplomacy, rather than a general international affairs degree. I recognized the importance of communication skills in my professional career, as I had not taken any communications courses during my undergraduate studies. So, I was drawn to the Global Communications program, which offered a blend of international affairs and communications coursework in collaboration between the School for Media and Public Affairs and the Elliott School of International Affairs. The practical applications of public diplomacy through different courses and the capstone project were also appealing. Moreover, I appreciated GW’s flexibility in scheduling classes, with options for evening, weekend, and summer classes, which allowed me to continue working while pursuing my degree. It felt like the perfect fit for my career aspirations and lifestyle.

3. How has your experience at GW prepared you for a career in international affairs and public diplomacy?

Throughout this program, I have gained valuable hard skills that I now realize are crucial as I approach graduation. The most significant skill I have developed is strategic development of public diplomacy tools. Prior to this program, I did not have a clear conception of strategy in public diplomacy, but many of the classes have complemented each other in demonstrating how to go from the inception of an idea to implementing strategic change. The focus on strategy development, from setting goals to defining objectives and tactics, has been consistently applied across various courses, and I now consider it the most tangible skill I have gained. The program also emphasized strong writing and critical thinking skills, as we frequently applied what we learned through papers, presentations, and media strategies, which has made me a stronger communications professional. One of my professors Patricia Kabra, always said, “everything communicates,” and I now reflect on this in my job, especially considering the high stakes of public diplomacy. This mindset will continue to guide me in my future career, as public diplomacy is inherently forward-facing, requiring the building of mutual trust and interest with diverse populations. Overall, my takeaway from this program has been immense and will undoubtedly shape my career moving forward.

4. What specific courses or projects have you found most impactful during your Global Communication program?

Several classes stand out in my mind as I reflect on my time in this program. One that comes to mind is “Strategic Political Communication” with Professor Ethan Porter at SPAC. This class fundamentally changed my perspective on how the human mind works in the context of communication. It was intriguing to learn about the psychology behind what motivates people to take action, how to connect with them emotionally, and how to navigate information overload in today’s society. The class equipped me with practical strategies that have been proven to work in various applications.

Another noteworthy class was “Public Diplomacy” with Patricia Kabra. The unique setup of the class, where we played the role of a public diplomacy officer at an embassy of our choice, made it exceptionally practical. Throughout the semester, we worked on deliverables such as speech writing, media strategy, briefings, and a final public diplomacy strategy document using our chosen embassy as a case study. This allowed me to gain practical skills in areas like speech writing, which I had not previously experienced.

Lastly, the capstone course was a standout experience for me. It was impressive how this year-long research project provided us with the opportunity to conduct a deep dive into our chosen topic. The fact that GW funded our capstone with travel money added to the richness of our work and the trip itself was instrumental for producing a strong and accurate report. The interviews we conducted with key stakeholders in Serbia and Belgrade, which we were able to do in person, were invaluable to the accuracy and depth of our report. Our presence there demonstrated our commitment to understanding the topic, which would not have been possible without the support of the capstone office. It was a meaningful and enriching experience to conduct research at the master’s level, and I am grateful for the opportunity.

5. What advice do you have for future students who are interested in pursuing a Global Communication graduate degree? Many people pursue a master’s degree to specialize after completing a more general undergraduate degree. This program focused on public diplomacy and global communication, offers targeted knowledge and skills. However, it’s important to note that this degree is highly applicable in various professional fields. Even if you don’t see yourself as a career public diplomacy officer, the program provides flexibility for diverse career paths. It equips you with strong communication skills that are transferable to public relations, public affairs, exchange programs, and more. It deepens your existing knowledge of communication and international affairs and helps you discover your career interests. The program offers a wide range of elective courses and the director is open to student proposals, making it flexible to suit your individual goals. I would encourage those who are uncertain to connect with program alumni or the director to learn more and explore the possibilities.

Julia was interviewed by first-year graduate student Mohamad Fayaz Yourish. Fayaz is also in the Global Communication program working with IPDGC on student engagement.

Terrorism: Countering the Boko Haram extremist narratives in Nigeria

April 14, 2022May 9, 2022Africa, Disinformation, Women, Youth9 Comments

By Adeniyi Funsho, MA Media and Strategic Communications ’22

The latest bombing attack of the Abuja-Kaduna bound train by Boko Haram speaks to the continuous reign of terrorism, and extremist narratives against Nigeria. The latest attack is coming off the back of countless others that spread from the northeast to as far as the south of Nigeria. Nigeria, a former British colony has gone through several turbulent moments in its history as a nation leading to it becoming a democratic state, running a democratic system. As a nation, its master narrative is rooted in its diverse culture, tribes, religions, and hard-fought democracy. One threat to Nigeria’s master narrative is Boko Haram, an Islamic group founded by Mohammed Yusuf, which grew out of a cell of Muslim clergies and followers in Maiduguri, a state in the northeastern region of Nigeria. Since 2009, Boko Haram has been disrupting both the economic, and social life of Nigerians with a total of over 34,000 deaths, the latest killing of passengers traveling in a train bound for Kaduna adds to the increasing number of deaths by the terrorist group.

*Courtesy of Vanguard News: Abuja-Kaduna bound train attacked by Boko Haram killing over 15 passengers and over 200 wounded*.

Boko Haram translates to ‘no to western education,’ and western ideologies describe the archetype of its master narrative as a group that is completely opposed to westernization. Unlike other ethnic militias, Boko Haram does not appropriate its ethnic Kanuri nationalist rhetoric to demand national representation for the northeast region within the Nigerian democratic system; instead, Boko Haram’s goal is the pursuit of an Islamic caliphate, a political structure, and a system of government based on Tawid ‘God’ law. Boko Haram is in opposition to what it calls ‘man-made’ laws of western democracy and the westernized culture under which the Nigerian system operates. Most importantly, however, we need to understand that Boko Haram’s narratives are founded on the “Salafi-jihadi” movement of Islam, a modern-day movement traceable to the middle east which developed roots connecting it to northern Nigeria. Their beliefs are predicated on a “Quran-only” doctrine, that strongly rejects westernized culture, and systems, owing to that reason the earliest people that first came into contact with the group branded them ‘Boko Haram’ a narrative that describes their utopia of ‘no to education’.

Specifically, Boko Haram’s Salafi-jihadi “Quran-only” identity reveals the ‘Islamist extremism’ ideology of the group, how they think, how they organize, the goals they pursue, and the reason why their narrative and activities are engrained in tough-talk and violent videos laundered through the media ecology. We get an understanding of their strategic narrative and the reason why they see an Islamic state as jihadism, and the only solution to resolve their issues with Nigeria. Boko Haram’s narratives for an Islamic state which previously appeared to have been ignored by the Nigerian state and international audiences got international attention when in April 2014, it ransacked the small town of Chibok, Maiduguri, and kidnapped 276 Chibok schoolgirls returning from school. In its messaging to Nigeria and the rest of the world, Boko Haram released a video via YouTube showing the girls as a ransom for the release of its members, and demands for an Islamic state. Nigeria’s counternarrative of peace and the use of Islamic commands on education as an appeal to Boko Haram to release the girls failed. However, it succeeded in destroying the conditions that make Boko Haram’s narratives plausible, communicable, and intelligible. It galvanized international and local nonstate actors, and media to frame the counternarrative of #BringBackOurGirls emphasizing the urgency for their unconditional release and their immutable right to education.

*Courtesy of Channels News: Images of Chibok Schoolgirls that escaped from Boko Haram’s Kidnapping Camp*

In order for Nigeria to counter Boko Haram’s extremist narratives, it should frame Boko Haram in a way that counters the group as following a false narrative of the ideology of true Islam. Framing should be crafted on peace and not violence, and Nigeria should heighten its frames on Islam as a religion that entertains peace ‘salam’ as its identity and one that abhors violence. Most importantly, Nigeria’s frames should heighten the sayings of the Islamic prophet on education and the ones whereby he implored its followers to live in peace and tolerance with their neighbors.

This should be supported by strategic use of the media ecology to counter the Boko Haram identity narrative of ‘no to education’. Nigeria’s counternarrative to Boko Haram should be based on the true Islamic authority of the prophet of Islam as he expressed his love for knowledge and enjoined his followers to seek education even if it were to be as far as China!

For more on the topic by the author, please click here.

The opinions expressed in this blog are those of the author. They do not express the views of the Institute for Public Diplomacy and Global Communication or the George Washington University.