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: First Edition
  • 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

Introduction--Wayne Nelles
Part One: Theoretical Issues
• Theoretical Issues and Pragmatic Challenges for Education, Terrorism and Security Research--Wayne Nelles
• Rethinking Human Vulnerability, Security, and Connection through Relational Theorizing--Heidi Ross
• Terrorism and the Pedagogy of Violence: A Critical Analysis--Jorge Nef
Part Two: America and the World * Doomed to Suspicion: A Qualitative Inquiry of Selected Middle Eastern Students on American Campuses after September 11, 2001--Casandra Culcer
• 9/11 and Civic Illiteracy--John Marciano
• 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--Stuart McAninch
Part Three: Selected National Case Studies (Indonesia, Iraqi-Kurdistan, Northern Ireland, and Sierra Leone) * Communication and DAKWAH: Religious Learning Groups and Their Role in the Protection of Islamic Human Security and Rights for Indonesian Civil Society--Andi Faisal Bakti
• Human Security and Education in a Conflict Society: Lessons from Northern Ireland--Matt Cannon
• Education and Human Security in Sierra Leone: Discourses of Failure and Reconstruction--Robert Krech and Richard Maclure
• Education of a Non-State Nation: Reconstructing a University in the War Zone of Iraqi Kurdistan--Shahrzad Mojab and Budd Hall
Part Four: Comparative and Regional Perspectives (Central Asia, East Africa, Egypt, Taiwan, and USA) * The Changing Role of Education in a Post-September 11, 2001 World: Perspectives from East Africa, Taiwan, and the United States--Sheng Yao Cheng and W. James Jacob
• Multiple Perspectives on Terrorism and Islam: Challenges for Educators in Egypt and the United States before/after September 11, 2001--Mark Ginsburg and Nagwa Megahed
• Systemic Higher Educational Crises, the Politics of Terrorism and International Assistance Programs in Post-Soviet Central Asia--Mark S. Johnson
Part Five: Conclusions * Conclusions: Toward a New Critical Pedagogy in the Shadow of Perpetual War--Wayne Nelles

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