| An examination of American efforts to influence global peace and security through development assistance to foreign police and other security forces reveals that they have a record of mixed results. The pitfalls arising from cultural dissonance in international training programs is a significant factor in why some police reform initiatives fail. Through substantial investment of financial and human resources, U.S. Government funded police education programs deployed across a wide range of diverse and evolving nations have attempted to solidify the democratic process in often tumultuous environments. This research suggests that the traditional Western pedagogical approach that has been employed for decades in Westernized education is not sufficient for generating long-term knowledge gains in many foreign settings. The diverse value systems and expectations that sustain cultures worldwide can no longer be ignored for the sake of homogenization and attainment of an Americanized ideal of democracy. This research demonstrates how the integration of Cognitive Flexibility Theory (CFT) into a foreign police training program can positively impact results and improve knowledge retention in culturally relevant ways. Through presentation of empirical and theoretical evidence, this investigation provides unequivocal support for the application of CFT in the design of police training curricula intended to be delivered to students who are members of other cultures. |
