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- Author: Jonathan S James
- Publisher: PALGRAVE PIVOT
- ISBN-10: 3030316416
- ISBN-13: 9783030316419
- Format: 14.8 x 21 x 1 cm, hardcover
- Language: English
- SAVE -10% with code: EXTRA
Civil Disorder, Domestic Terrorism and Education Policy (e-book) (used book) | bookbook.eu
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Description
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.
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- Author: Jonathan S James
- Publisher: PALGRAVE PIVOT
- ISBN-10: 3030316416
- ISBN-13: 9783030316419
- Format: 14.8 x 21 x 1 cm, hardcover
- Language: English English
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