Educating Force Multipliers: Constructing Terrorism in a US Public High School

Autor/in	Nguyen, Nicole
Titel	Educating Force Multipliers: Constructing Terrorism in a US Public High School
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 39 (2018) 6, S.841-855 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2017.1304895
Schlagwörter	Ethnography; High School Students; National Security; Terrorism; Program Descriptions; Racial Bias; Classroom Communication; War; Violence; Prediction; Teacher Attitudes; Muslims; Teaching Methods + Suchen Sie Ihr Suchwort? Ethnografie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; National territory; Security; Staatsgebiet; Sicherheit; Terrorismus; Racial discrimination; Rassismus; Klassengespräch; Krieg; Gewalt; Vorhersage; Lehrerverhalten; Muslim; Muslimin; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article ethnographically explores a specialized Homeland Security program at a US public high school, paying careful attention to the program's discursive constructions of terrorism and national security. In particular, this analysis examines how the Homeland Security program framed its study of national security as both anti-racist and objective. I contend that the invocation of anti-racism and objectivity can advance Orientalist discourses in the classroom. Critical education scholars need to address how teachers and students rely on liberal precepts like anti-racism to maintain dominant understandings of war, terror, and security. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01