Central Asians discover the real US

At a time when Americans are wondering how to reach out and touch ordinary people in the Muslim world, Gulchehra Mahkambaeva is worth knowing.

A schoolteacher in this Central Asian city, Ms. Mahkambaeva reached out to America last year, establishing an e-mail relationship between her high school students here and their counterparts at a school in Bozeman, Mont.

Students in her class at a special high school attached to Tashkent's University of World Economy and Diplomacy exchanged essays, opinions, and experiences with young Americans throughout the past school year.

The program improves her students' English and widens their horizons, she says, adding, "I can help my students overcome the bad impressions they get of America from movies and TV."

In other words, she's doing work the United States State Department ought to be doing, although she wouldn't see it that way. Her teaching initiative is the result of her experience in 2001 as a student herself in Bozeman, attending a special course for foreign English teachers – a course paid for by the US Agency for International Development. Those two months were enough to teach her that Hollywood's movies can be misleading. "That's not the real America," she says.

Mahkambaeva is one of 2,600 citizens of the five republics of Central Asia who have studied in the US since those countries became independent in December 1991, when the Soviet Union collapsed.

High-schoolers, undergraduates, graduate students, and teachers have spent from two months to two years in the US, studying and making discoveries through programs named for people such as the late Sen. Edmund Muskie of Maine and former Sen. Bill Bradley of New Jersey.

Most residents of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan have not traveled widely – Europe and North America are too distant and expensive. So for these 2,600 exchange students, the opportunity to study in the US was an eye-opening adventure.

It would be difficult to overstate the differences between these new nations of Central Asia and the US. Here, the very idea of nationhood is a novelty. Families, clans, and tribes have long been more important than nationality in Central Asia – "long" meaning centuries, probably millenniums.

These countries fell into independence with very little warning, and 11 years is a short time to adjust to becoming a nation-state, especially for peoples with no prior experience of the concept.

For the young, the most obvious attribute of independence has been the absence of opportunities. One young man from Turkmenistan who visited the US said he felt pangs of envy – why should Americans have so many more chances? "People my age [in Turkmenistan] are so eager to learn more, but they can't," he says. His is generally considered the region's worst-governed, most backward country.

Conversations this summer with two dozen veterans of the American academic exchange programs in all five of the "Stans" demonstrated what it means to give young people from restricted environments the chance to experience the US.

First of all, it means discovery.

Most of these students live with American families in small towns and cities. The wealth of the US amazes them, understandably; for most, a monthly salary of $200 is a princely sum. But less tangible qualities ultimately make a stronger impression, it seems.

Irina Shames, who spent a year in high school in Santa Fe, N.M., was struck by the way Americans would "fight for a better life," an idea foreign to most Uzbeks, she thinks. She was one of many who said she realized, after seeing America, how passive and accepting most Central Asians are.

Zhandos Shaikhy, a Kazakh university student who spent 1999-2000 in Cloudcroft, N.M., was impressed by Americans' shared acceptance of an elaborate set of rules. "I realized how much we lack order," he says. "Order is what makes a society strong – order and clear rules that everyone wants to comply with."

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