LEADER 05398nam 22007575 450 001 9910349328203321 005 20200703173944.0 010 $a3-030-31642-4 024 7 $a10.1007/978-3-030-31642-6 035 $a(CKB)4100000009606121 035 $a(MiAaPQ)EBC5945762 035 $a(DE-He213)978-3-030-31642-6 035 $a(EXLCZ)994100000009606121 100 $a20191015d2019 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCivil Disorder, Domestic Terrorism and Education Policy $eThe Context in England and France /$fby Jonathan S. James, Jan Germen Janmaat 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Pivot,$d2019. 215 $a1 online resource (135 pages) 225 1 $aPalgrave pivot 311 $a3-030-31641-6 320 $aIncludes bibliographical references and index. 327 $aChapter 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. 330 $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. 410 0$aPalgrave pivot. 606 $aEducational policy 606 $aEducation and state 606 $aEducational sociology 606 $aEducational sociology  606 $aEducation and sociology 606 $aTerrorism 606 $aPolitical violence 606 $aEducational Policy and Politics$3https://scigraph.springernature.com/ontologies/product-market-codes/O19000 606 $aEducation Policy$3https://scigraph.springernature.com/ontologies/product-market-codes/X33030 606 $aSociology of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O29000 606 $aSociology of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/X22070 606 $aTerrorism$3https://scigraph.springernature.com/ontologies/product-market-codes/1BE020 606 $aTerrorism and Political Violence$3https://scigraph.springernature.com/ontologies/product-market-codes/912090 615 0$aEducational policy. 615 0$aEducation and state. 615 0$aEducational sociology. 615 0$aEducational sociology . 615 0$aEducation and sociology. 615 0$aTerrorism. 615 0$aPolitical violence. 615 14$aEducational Policy and Politics. 615 24$aEducation Policy. 615 24$aSociology of Education. 615 24$aSociology of Education. 615 24$aTerrorism. 615 24$aTerrorism and Political Violence. 676 $a379.42 676 $a303.623 700 $aJames$b Jonathan S$4aut$4http://id.loc.gov/vocabulary/relators/aut$01065221 702 $aJanmaat$b Jan Germen$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910349328203321 996 $aCivil Disorder, Domestic Terrorism and Education Policy$92544001 997 $aUNINA