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

Overview

Policy decisions in education have changed drastically as a result of 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 ...

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

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Overview

Policy decisions in education have changed drastically as a result of 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. Grappling with what education systems can do to eliminate violence, this collection considers how to create peace education on a global scale.

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Product Details

  • ISBN-13: 9781137280909
  • Publisher: Palgrave Macmillan
  • Publication date: 1/24/2013
  • Edition description: Reprint
  • Pages: 280
  • Product dimensions: 6.10 (w) x 9.10 (h) x 0.70 (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; W.Nelles
PART I: THEORETICAL ISSUES
Theoretical Issues and Pragmatic Challenges for Education, Terrorism and Security Research; W.Nelles
Rethinking Human Vulnerability, Security, and Connection through Relational Theorizing; H.Ross
Terrorism and the Pedagogy of Violence: A Critical Analysis; J.Nef
PART II: AMERICA AND THE WORLD
Doomed to Suspicion: A Qualitative Inquiry of Selected Middle Eastern Students on American Campuses after September 11, 2001; C.Culcer
9/11 and Civic Illiteracy; J.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; S.McAninch
PART III: SELECTED NATIONAL CASE STUDIES
Communication and DAKWAH: Religious Learning Groups and Their Role in the Protection of Islamic Human Security and Rights for Indonesian Civil Society; A.F.Bakti
Human Security and Education in a Conflict Society: Lessons from Northern Ireland; M.Cannon
Education and Human Security in Sierra Leone: Discourses of Failure and Reconstruction; R.Krech & R.Maclure
Education of a Non-State Nation: Reconstructing a University in the War Zone of Iraqi Kurdistan; S.Mojab & B.Hall
PART IV: COMPARATIVE AND REGIONAL PERSPECTIVES
The Changing Role of Education in a Post-September 11, 2001 World: Perspectives from East Africa, Taiwan, and the United States; S.Yao Cheng & W.J.Jacob
Multiple Perspectives on Terrorism and Islam: Challenges for Educators in Egypt and the United States before/after September 11, 2001; M.Ginsburg & N.Megahed
Systemic Higher Educational Crises, the Politics of Terrorism and International Assistance Programs in Post-Soviet Central Asia; M.S.Johnson
PART V: CONCLUSIONS
Conclusions: Toward a New Critical Pedagogy in the Shadow of Perpetual War; W.Nelles

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