UCLA

The purpose of this dissertation is to understand the history, political agenda, and cultural context that led to the establishment of Russian Cultural Centers (RCCs) in Africa in the 2000s, identifying higher education as a diplomatic tool. This work is guided by the following research questions: (1) How was the Soviet Union involved in higher education development in Africa? (2) How is the Russian Federation involved in higher education development in Africa? What is the purpose of Russian Cultural Centers (RCCs) in Africa? The qualitative methodology included analysis of (N=394) archival documents, content analysis of (N=1,000) google reviews of RCCs in Africa, and (N=10) in-depth interviews with African RCC students and alumni of Soviet-era educational programs. Three countries were chosen to examine RCCs in Africa: Egypt, Ethiopia, and Zambia, informed by a hybrid theoretical framework divided between the perspective of the State and the Student. When neocolonial behaviors combine with neoliberal pressures, the State engages in soft power as a strategy for advancing their agendas, using higher education as a tool of soft power. RCCs impact the perspective of the Student, for whom value homophily and transnational social capital lead to improved African human capital. Both the State and the Student engage in Critical Geopolitics, their behaviors and motivations infinitely impacting one another. Eurasia and Africa have long enjoyed diplomatic ties, with relationships spanning military and economic development, political camaraderie, and soft power educational initiatives. The Soviet Union educated locals and supervised the building of infrastructure; founded and supported universities; supported the study and preservation of indigenous languages; and educated future political leaders who in turn forged political partnerships. Although much of the programs were shuttered in the early 1990s, there was a rekindling of interest in Africa in the mid 2000s. The Russian Federation is currently fostering symbolic partnerships, establishing hybrid universities, and awarding scholarships to African students. RCCs serve as a new type of institution providing informal non-credited education and social engagement in Africa. Two major themes arose from the findings of this research: (1) the development of the African elite, and (2) dignity, political camaraderie, and respect. Value homophily and transnational social capital catalyzed the development of these concepts in political relations, but critical geopolitics ensure a multipolar and often cyclical shifting of power between the State and the Student. This research demonstrates how informal and formal postsecondary education engages in critical geopolitics, with implications for Africa, China, Russia, and the U.S.