國立虎尾科技大學 |

Civil Disorder, Domestic Terrorism and Education Policy = The Context in England and France /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Civil Disorder, Domestic Terrorism and Education Policy/ by Jonathan S. James, Jan Germen Janmaat.
Reminder of title:	The Context in England and France /
Author:	James, Jonathan S.
other author:	Janmaat, Jan Germen.
Description:	VII, 133 p. 1 illus.online resource. :
Contained By:	Springer Nature eBook
Subject:	Educational policy. -
Online resource:	https://doi.org/10.1007/978-3-030-31642-6
ISBN:	9783030316426

Civil Disorder, Domestic Terrorism and Education Policy = The Context in England and France /
James, Jonathan S.

Civil Disorder, Domestic Terrorism and Education PolicyThe Context in England and France /[electronic resource] :by Jonathan S. James, Jan Germen Janmaat. - 1st ed. 2019. - VII, 133 p. 1 illus.online resource.

Chapter 1. Introduction -- Chapter 2. Understanding variation in approaches to immigrant integration -- Chapter 3. Civil disorder, domestic terrorism, and education policy in England (2001-present) -- Chapter 4. Civil disorder, domestic terrorism and education policy in France (2001-present) -- Chapter 5. Multicultural race relations, French republican integration, civic integration and education as national security.

“James and Janmaat offer a thorough and well considered analysis of English and French education policy changes in response to the War on Terror. The book highlights the double-speak of assimilation, integration and national values as means to erase difference whilst simultaneously constructing the aberrant enemy ‘Other’ within.” —Professor Vini Lander, Leeds Beckett University, UK This book explores the links between education policy and occurrences of civil disorder and domestic terrorism in England and France. Since 2001, both England and France have experienced outbreaks of rioting in which young people of immigrant origin have been implicated: both have also been the targets of domestic terror attacks perpetrated by their own citizens. Both countries have had similar experiences of immigration since the end of the Second World War, but they are considered to have taken divergent approaches to immigrant integration and education. While Britain has tended towards a multicultural race relations approach, France veers towards a Republican assimilationist approach. Through the analysis of policy discourse and documents, the authors seek to establish whether these distinct approaches to immigrant integration and education policy have been maintained or whether they are converging. This book will appeal to students and scholars of education policy as well as immigration and integration in both France and England. Jonathan S. James is a PhD candidate at the UCL Institute of Education, UK, funded by the UCL Graduate Research Scholarship. His research investigates how policies developed in response to the threat of Islamist terrorism are being implemented in schools in England and France in light of the two countries’ policy traditions, and educators’ pre-existing values and practices. Jan Germen Janmaat is Reader in Comparative Social Science at UCL Institute of Education, UK. His research focuses on the links between education, diversity and social cohesion. He is Editor of The Dynamics and Social Outcomes of Education Systems.

ISBN: 9783030316426

Standard No.: 10.1007/978-3-030-31642-6doiSubjects--Topical Terms:

1200004
Educational policy.

LC Class. No.: LC8-6691

Dewey Class. No.: 379

Civil Disorder, Domestic Terrorism and Education Policy = The Context in England and France /
LDR:03865nam a22003975i 4500 001 1014642
003 DE-He213
005 20200703173944.0
007 cr nn 008mamaa
008 210106s2019 gw | s |||| 0|eng d
020 $a 9783030316426 $9 978-3-030-31642-6
024 7 $a 10.1007/978-3-030-31642-6 $2 doi
035 $a 978-3-030-31642-6
050 4 $a LC8-6691
072 7 $a JNF $2 bicssc
072 7 $a EDU034000 $2 bisacsh
072 7 $a JNF $2 thema
082 0 4 $a 379 $2 23
100 1 $a James, Jonathan S. $e author. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1308833
245 1 0 $a Civil Disorder, Domestic Terrorism and Education Policy $h [electronic resource] : $b The Context in England and France / $c by Jonathan S. James, Jan Germen Janmaat.
250 $a 1st ed. 2019.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Palgrave Pivot, $c 2019.
300 $a VII, 133 p. 1 illus. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
505 0 $a Chapter 1. Introduction -- Chapter 2. Understanding variation in approaches to immigrant integration -- Chapter 3. Civil disorder, domestic terrorism, and education policy in England (2001-present) -- Chapter 4. Civil disorder, domestic terrorism and education policy in France (2001-present) -- Chapter 5. Multicultural race relations, French republican integration, civic integration and education as national security.
520 $a “James and Janmaat offer a thorough and well considered analysis of English and French education policy changes in response to the War on Terror. The book highlights the double-speak of assimilation, integration and national values as means to erase difference whilst simultaneously constructing the aberrant enemy ‘Other’ within.” —Professor Vini Lander, Leeds Beckett University, UK This book explores the links between education policy and occurrences of civil disorder and domestic terrorism in England and France. Since 2001, both England and France have experienced outbreaks of rioting in which young people of immigrant origin have been implicated: both have also been the targets of domestic terror attacks perpetrated by their own citizens. Both countries have had similar experiences of immigration since the end of the Second World War, but they are considered to have taken divergent approaches to immigrant integration and education. While Britain has tended towards a multicultural race relations approach, France veers towards a Republican assimilationist approach. Through the analysis of policy discourse and documents, the authors seek to establish whether these distinct approaches to immigrant integration and education policy have been maintained or whether they are converging. This book will appeal to students and scholars of education policy as well as immigration and integration in both France and England. Jonathan S. James is a PhD candidate at the UCL Institute of Education, UK, funded by the UCL Graduate Research Scholarship. His research investigates how policies developed in response to the threat of Islamist terrorism are being implemented in schools in England and France in light of the two countries’ policy traditions, and educators’ pre-existing values and practices. Jan Germen Janmaat is Reader in Comparative Social Science at UCL Institute of Education, UK. His research focuses on the links between education, diversity and social cohesion. He is Editor of The Dynamics and Social Outcomes of Education Systems.
650 0 $a Educational policy. $3 1200004
650 0 $a Education and state. $3 563302
650 0 $a Educational sociology. $3 555555
650 0 $a Educational sociology . $3 1253705
650 0 $a Education and sociology. $3 1253706
650 0 $a Terrorism. $3 557490
650 0 $a Political violence. $3 567618
650 1 4 $a Educational Policy and Politics. $3 683657
650 2 4 $a Education Policy. $3 1106782
650 2 4 $a Sociology of Education. $3 768504
650 2 4 $a Terrorism and Political Violence. $3 1105326
700 1 $a Janmaat, Jan Germen. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 937972
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783030316419
776 0 8 $i Printed edition: $z 9783030316433
776 0 8 $i Printed edition: $z 9783030316440
856 4 0 $u https://doi.org/10.1007/978-3-030-31642-6
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)