Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
3 Results found
Securitising Education to Prevent Terrorism or Losing Direction? Year of publication: 2016 Author: Bill Durodie Corporate author: Society for Educational Studies | Taylor & Francis This article examines the growing relationship between security and education, particularly in the light of the UK governmentโs Prevent Duty that seeks to tackle radicalization in a variety of milieus, including universities. However, rather than seeing this process as being merely one-way, through a so-called securitization of education, what is explored here is the dialectic between these two spheres. It is suggested that a heightened sensitivity to the supposed consequences of inflammatory rhetoric on the well-being of supposedly suggestible or vulnerable students has been in existence within education for quite some time. 
Securitisation, Counterterrorism and the Silencing of Dissent: The Educational Implications of Prevent Year of publication: 2016 Author: Aislinn O'Donnell Corporate author: Society for Educational Studies | Taylor & Francis This paper outlines some of the implications of counterterrorist legislation, including Prevent, for the pedagogical relationship and for educational institutions. The concept of โradicalizationโ, central to the Prevent Strategy, is one that is contested in the field of counterterrorism, yet educators are now expected to identify and refer students โat risk of radicalizationโ. Based on the experience of teaching IRA and INLA prisoners in the Republic of Ireland, the author outlines a set of philosophical and ethical principles that ought to underpin education. It is argued that education must not be subordinated to security and intelligence agendas on pragmatic, educational and ethical grounds. Global citizenship: a typology for distinguishing its multiple conceptions Year of publication: 2013 Author: Laura Oxley | Paul Morris Corporate author: Society for Educational Studies | Taylor & Francis The promotion of โGlobal Citizenshipโ (GC) has emerged as a goal of schooling in many countries, symbolising a shift away from national towards more global conceptions of citizenship. It currently incorporates a proliferation of approaches and terminologies, mirroring both the diverse conceptions of its nature and the socio-politico contexts within which it is appropriated. This paper seeks to clarify this ambiguity by constructing a typology to identify and distinguish the diverse conceptions of GC. The typology is based on two general forms of GC: cosmopolitan based and advocacy based. The former incorporates four distinct conceptions of GC โ namely, the political, moral, economic and cultural; the latter incorporates four other conceptions โ namely, the social, critical, environmental and spiritual. Subsequently, we briefly illustrate how the typology can be used to evaluate the critical features of a curriculum plan designed to promote GC in England. The typology provides a novel and powerful means to analyse the key features of the very diverse range of educational policies and programmes that promote GC.