國立高雄大學圖資館 |

語系: 繁體中文

說明(常見問題)

圖資館首頁

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Civil disorder, domestic terrorism a...

James, Jonathan S.

Civil disorder, domestic terrorism and education policythe context in England and France /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Civil disorder, domestic terrorism and education policyby Jonathan S. James, Jan Germen Janmaat.
其他題名:	the context in England and France /
作者:	James, Jonathan S.
其他作者:	Janmaat, Jan Germen.
出版者:	Cham :Springer International Publishing :2019.
面頁冊數:	vii, 133 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	Education and stateEngland.
電子資源:	https://doi.org/10.1007/978-3-030-31642-6
ISBN:	9783030316426$q(electronic bk.)

Civil disorder, domestic terrorism and education policythe 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. - Cham :Springer International Publishing :2019. - vii, 133 p. :ill., digital ;24 cm.

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$q(electronic bk.)

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

482882
Education and state
--England.

LC Class. No.: LC93.G7 / J364 2019

Dewey Class. No.: 379.41

Civil disorder, domestic terrorism and education policythe context in England and France /
LDR:03494nmm a2200325 a 4500 001 568048
003 DE-He213
005 20200120171540.0
006 m d
007 cr nn 008maaau
008 200611s2019 sz s 0 eng d
020 $a 9783030316426$q(electronic bk.)
020 $a 9783030316419$q(paper)
024 7 $a 10.1007/978-3-030-31642-6 $2 doi
035 $a 978-3-030-31642-6
040 $a GP $c GP
041 0 $a eng
050 4 $a LC93.G7 $b J364 2019
072 7 $a JNF $2 bicssc
072 7 $a EDU034000 $2 bisacsh
072 7 $a JNF $2 thema
082 0 4 $a 379.41 $2 23
090 $a LC93.G7 $b J27 2019
100 1 $a James, Jonathan S. $3 853688
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.
260 $a Cham : $b Springer International Publishing : $b Imprint: Palgrave Pivot, $c 2019.
300 $a vii, 133 p. : $b ill., digital ; $c 24 cm.
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 Education and state $z England. $3 482882
650 0 $a Education and state $z France. $3 761782
650 0 $a Terrorism $x Prevention $x Government policy $z Great Britain. $3 675409
650 0 $a Terrorism $x Prevention $x Government policy $z France. $3 853689
650 1 4 $a Educational Policy and Politics. $3 308819
650 2 4 $a Education Policy. $3 741924
650 2 4 $a Sociology of Education. $3 338784
650 2 4 $a Terrorism. $3 199219
650 2 4 $a Terrorism and Political Violence. $3 740222
700 1 $a Janmaat, Jan Germen. $3 641882
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer eBooks
856 4 0 $u https://doi.org/10.1007/978-3-030-31642-6
950 $a Education (Springer-41171)