Comparative Education, Terrorism and Human Security: From Critical Pedagogy to Peacebuilding? / Edition 1

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Policy decisions in education have changed drastically as a result of the recent threats to our international and national security. In this timely and compelling collection, contributors discuss the significance of policy decisions on education systems, and argue that all forms of violence, including terrorism, are often reproduced through education. Contributors incorporate case studies from a broad spectrum of countries to make a case for peace-building alternatives and non-military security cooperation. The collection highlights education systems around the globe that sustain violence, brings together human security and preventive diplomacy research to predict future trends, explores foreign policy implications that could lead to non-violent interventions abroad, and provides teachers and policymakers with relevant reflections on reform. This collection arrives at a time when many of us are wondering what education systems can do to eliminate violence, and is the only one of its kind to address these questions on a global scale.
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Product Details

  • ISBN-13: 9781403964151
  • Publisher: Palgrave Macmillan
  • Publication date: 12/19/2003
  • Edition description: REV
  • Edition number: 1
  • Pages: 280
  • Product dimensions: 6.00 (w) x 9.00 (h) x 0.75 (d)

Meet the Author

Wayne Nelles is Senior Associate at the Sustainable Development Research Initiative at the University of British Columbia and was a 2002 DFAIT Human Security Fellow, University of Victoria, Centre for Global Studies, Canada.

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Table of Contents

Notes on Contributors
1 Introduction 1
I Theoretical Issues 9
2 Theoretical Issues and Pragmatic Challenges for Education, Terrorism and Security Research 11
3 Rethinking Human Vulnerability, Security, and Connection through Relational Theorizing 33
4 Terrorism and the Pedagogy of Violence: A Critical Analysis 47
II America and the World 63
5 Doomed to Suspicion: A Qualitative Inquiry of Selected Middle Eastern Students' Experiences on American Campuses after September 11, 2001 65
6 9/11 and Civic Illiteracy 81
7 Cultural War through Sound Bytes: The Assault by the American Council of Trustees and Alumni on Critiques of U.S. Foreign and Military Policy Following September 11 95
III Selected National Case Studies (Indonesia, Iraqi-Kurdistan, Northern Ireland, and, Sierra Leone) 107
8 Communication and Dakwah: Religious Learning Groups and Their Role in the Protection of Islamic Human Security and Rights for Indonesian Civil Society 109
9 Human Security and Education in a Conflict Society: Lessons from Northern Ireland 127
10 Education and Human Security in Sierra Leone: Discourses of Failure and Reconstruction 141
11 Education of a Non-State Nation: Reconstructing a University in the War Zone of Iraqi Kurdistan 159
IV Comparative and Regional Perspectives (Central Asia, East Africa, Egypt, Taiwan, and USA) 175
12 The Changing Role of Education in a Post-September 11, 2001 World: Perspectives from East Africa, Taiwan, and the United States 177
13 Multiple Perspectives on Terrorism and Islam: Challenges for Educators in Egypt and the United States before/after September 11, 2001 199
14 Systemic Higher Educational Crises, International Assistance Programs, and the Politics of Terrorism in Post-Soviet Central Asia 215
V Conclusions 235
15 Conclusions: Toward a New Critical Pedagogy in the Shadow of Perpetual War 237
Index 257
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