Educating force multipliers: constructing terrorism in a US public high school.
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 o...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 39; no. 6; pp. 841 - 856 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Dec2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=132461167&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 132461167 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Dec2018 vid: 39 iid: 6 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 132461167 10.1080/01596306.2017.1304895 ppf: 841 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1002KB tig: atl: Educating force multipliers: constructing terrorism in a US public high school. aug: au: Nguyen, Nicole affil: Department of Educational Policy Studies, University of Illinois-Chicago, Chicago, IL, USA su: Terrorism National security High schools Classroom environment Anti-racism Ethnology United States sug: subj: United States Terrorism National security High schools Classroom environment Anti-racism Ethnology keyword: epistemologies of violence school ethnography terrorism violence war ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2018 holdings: @attributes: islocal: N |
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