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Civil Disorder, Domestic Terrorism and Education Policy

The Context in England and France

  • Book
  • © 2019

Overview

Authors:
  1. Jonathan S. James

    1. UCL Institute of Education, London, UK

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  2. Jan Germen Janmaat

    1. UCL Institute of Education, London, UK

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    You can also search for this author in PubMed   Google Scholar

  • Explores the links between education policy and outbreaks of civil disorder and domestic terrorism
  • Examines the differences between the assimilation and multicultural approaches as propagated by France and England respectively
  • Analyses how these policies have in turn affected immigrant integration

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Table of contents (5 chapters)

  1. Front Matter

    Pages i-vii
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  2. Introduction

    • Jonathan S. James, Jan Germen Janmaat
    Pages 1-8

  3. Understanding Variation in Approaches to Immigrant Integration

    • Jonathan S. James, Jan Germen Janmaat
    Pages 9-38

  4. Civil Disorder, Domestic Terrorism, and Education Policy in England (2001–Present)

    • Jonathan S. James, Jan Germen Janmaat
    Pages 39-61

  5. Civil Disorder, Domestic Terrorism, and Education Policy in France (2001–Present)

    • Jonathan S. James, Jan Germen Janmaat
    Pages 63-87

  6. Multicultural Race Relations, French Republican Integration, Civic Integration, and Education as National Security

    • Jonathan S. James, Jan Germen Janmaat
    Pages 89-113

  7. Back Matter

    Pages 115-133
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Keywords

About this book

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. 

Reviews

“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.” (Vini Lander, Professor of Race and Education and Director of the Centre for Race, Education and Decoloniality, Leeds Beckett University, UK)

“England and France have different traditions concerning the integration of immigrants in society. This book offers a thoughtful analysis of whether these traditions have shaped the educational response of the two countries to domestic terrorism and radicalisation. Are these countries held hostage by their traditions, respectively, of laissez-faire liberalism and republicanism, or do they develop similar policy responses in view of the similar challenges they face? The book is a must read for anyone interested in the dynamics of distinct national approaches to immigrant incorporation.” (Nathalie Mons, Professor of Sociology, Université de Cergy-Pontoise, France)

Authors and Affiliations

  • UCL Institute of Education, London, UK

    Jonathan S. James, Jan Germen Janmaat

About the authors

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.



Bibliographic Information

  • Book Title: Civil Disorder, Domestic Terrorism and Education Policy

  • Book Subtitle: The Context in England and France

  • Authors: Jonathan S. James, Jan Germen Janmaat

  • DOI: https://doi.org/10.1007/978-3-030-31642-6

  • Publisher: Palgrave Pivot Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2019

  • Hardcover ISBN: 978-3-030-31641-9Published: 25 October 2019

  • eBook ISBN: 978-3-030-31642-6Published: 15 October 2019

  • Edition Number: 1

  • Number of Pages: VII, 133

  • Number of Illustrations: 1 b/w illustrations

  • Topics: Educational Policy and Politics, Education Policy, Sociology of Education, Sociology of Education, Terrorism, Terrorism and Political Violence

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