Comparative Education, Terrorism and Human Security: From Critical Pedagogy to Peace Building?

265 Pages·2003·1.317 MB·English

by  Wayne Nelles Ph.D. (eds.)

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Edited by
Wayne Nelles
COMPARATIVEEDUCATION,TERRORISMANDHUMANSECURITY
© Wayne Nelles,2003
Softcover reprint of the hardcover 1st edition 2003 978-1-4039-6415-1
All rights reserved.No part of this book may be used or reproduced in any
manner whatsoever without written permission except in the case of brief
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First published 2003 by
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ISBN 978-1-349-52792-2 ISBN 978-1-4039-8239-1 (eBook)
DOI 10.1057/9781403982391
Library of Congress Cataloging-in-Publication Data
Comparative education,terrorism,and human security:from critical pedagogy
to peacebuilding?/edited by Wayne Nelles.
p.cm.
Includes bibliographical references and index.
1.Comparative education.2.Critical pedagogy.3.Politics and education.
4.Interdisciplinary approach in education.I.Nelles,Wayne C.
LB43.C683 2003
370.9––dc21 2003050900
A catalogue record for this book is available from the British Library.
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First edition:December,2003
10 9 8 7 6 5 4 3 2 1
o n t e n t s
C
Notes on Contributors vii
1. Introduction 1
Wayne Nelles
I
Theoretical Issues 9
2. Theoretical Issues and Pragmatic Challenges for Education,
Terrorism and Security Research 11
Wayne Nelles
3. Rethinking Human Vulnerability, Security, and Connection
through Relational Theorizing 33
Heidi Ross
4. Terrorism and the Pedagogy of Violence: A Critical Analysis 47
Jorge Nef
II
Americaand the World 63
5. Doomed to Suspicion: A Qualitative Inquiry of Selected
Middle Eastern Students’ Experiences on American Campuses
after September 11, 2001 65
Casandra Culcer
6. 9/11 and Civic Illiteracy 81
John Marciano
7. Cultural War through Sound Bytes: The Assault by the
American Council of Trustees and Alumni on Critiques of
U.S. Foreign and Military Policy Following September 11 95
Stuart McAninch
III
Selected National Case Studies
(Indonesia, Iraqi-Kurdistan,Northern Ireland,
and, SierraLeone) 107
8. Communication and DAKWAH: Religious Learning Groups
and Their Role in the Protection of Islamic Human Security
and Rights for Indonesian Civil Society 109
Andi Faisal Bakti
vi Contents
9. Human Security and Education in a Conflict Society:
Lessons from Northern Ireland 127
Matt Cannon
10. Education and Human Security in Sierra Leone: Discourses
of Failure and Reconstruction 141
Robert Krech and Richard Maclure
11. Education of a Non-State Nation: Reconstructing a
University in the War Zone of Iraqi Kurdistan 159
Shahrzad Mojab and Budd Hall
IV
Comparative and RegionalPerspectives
(Central Asia,EastAfrica,Egypt,Taiwan,and USA) 175
12. The Changing Role of Education in a Post-September 11,
2001 World: Perspectives from East Africa, Taiwan, and
the United States 177
Sheng Yao Cheng and W. James Jacob
13. Multiple Perspectives on Terrorism and Islam: Challenges for
Educators in Egypt and the United States before/after
September 11, 2001 199
Mark Ginsburg and Nagwa Megahed
14. Systemic Higher Educational Crises, International
Assistance Programs, and the Politics of Terrorism in
Post-Soviet Central Asia 215
Mark S. Johnson
V
Conclusions 235
15. Conclusions: Toward a New Critical Pedagogy in the
Shadow of Perpetual War 237
Wayne Nelles
Index 257
o t e s o n o n t r i b u t o r s
N C
A
NDI BAKTI is a research fellow (2002–2003) at the International
Institute for Asian Studies (IIAS) at Leiden University (The Netherlands)
and was assistant professor at the Department of Pacific and Asian Studies,
University of Victoria (Canada). He completed his doctoral dissertation
in international communication and development studies through a joint
Ph.D. (Université du Québec à Montréal, Concordia University, and
Université de Montréal) on “Communication, Islam, and Development in
Indonesia.” He was Fellow of the Social Sciences and Humanities Research
Council of Canada as well as Fellow of the Fonds pour la formation de
chercheurs et l’aide à la recherche (FCAR, Quebec Government Research
Foundation). He is a former lecturer of the Alauddin Institute, Indonesia,
and is actively involved in security issues with the Canadian Consortium on
Asia Pacific Security (CANCAPS), as well as with issues of good governance,
civil society, decentralization, in Southeast Asia.
MATTHEW CANNON B.A. (Syracuse University 1994), Ph.D. (University of
Limerick 2001), is originally from New York. In 2002 he received an award
from the European Union Committee of the Regions for his study of the
role of local governments in the formation of the Transmanche Euroregion
across the English Channel. His research interests include cross-border
cooperation, policing and developments in the role of local government. He
cofounded the University of Limerick Political & Economic Review, now
known as Perspectives, edited the journal for two years. Dr. Cannon is the
programme director for the Irish Peace Institute, a nongovernmental organ-
ization that works to promote peace and reconciliation on the island of
Ireland through programs of education, research and outreach.
SHENGYAOCHENGis a doctoral candidate in Comparative and International
Education at the University of California, Los Angeles (UCLA). He is also a
research coordinator at the Center for International and Development
Education (CIDE). His dissertation and research centers on educational
policy analysis with an emphasis on aboriginal education reform in Taiwan
and the United States. His research interests are in the areas of comparative
and international education, policy analysis and the politics of identity
among minority and marginalized groups. His M.A. thesis was later pub-
lished into a book on education in Hong Kong during its transition from
the United Kingdom to China. He has also conducted extensive research on
higher education in China, Singapore and The Netherlands. He was also a
founding member of the Paulo Freire Institute at UCLA.
viii Notes on Contributors
CASANDRA CULCER is a doctoral student in Higher Education at the
University of Toledo, OH. From 1993 to 1999 she worked as a referent for
international relations at the University of Bucharest, Romania, and as a
member of the EAIE (European Association for International Education),
of the EUPRIO (European Universities Public Relations and Information
Officers) and of the AMU (University Managers Association in Romania).
She was involved in international programs launched by the European
Commission such as Socrates and Tempus, as well as in various other forms
of international academic cooperation. Since 1999 she has been pursuing
her Ph.D. in the United States.
MARK GINSBURG is Professor of Comparative Sociology of Education
and Co-Director of the Institute for International Studies in Education at
the University of Pittsburgh (Pennsylvania, U.S.A). He previously was a
faculty member at the University of Aston (Birmingham, England) and the
University of Houston (Texas, U.S.A), and has lectured in China, Cuba,
Egypt, Korea, Norway, Mexico and South Africa. His publications include:
Contradictions in Teacher Education and Society (1988), Understanding
Educational Reform in Global Context (1991), The Politics of Educators’
Work and Lives (1995), The Political Dimension in Teacher Education
(1995), Cuba in the Special Period: Cuban Perspectives (1997) and
Limitations and Possibilities of Dialogue among Researchers, Policy Makers,
and Practitioners (2003, forthcoming).
BUDD HALL Ph.D., is currently Dean of the Faculty of Education at the
University of Victoria. Budd was formerly Professor and Chair of Adult
Education at the University of Toronto (1991–2001) and Secretary-General
of the International Council for Adult Education (1978–1991). He is a
founder of the participatory research movement, which he initiated while
working in Tanzania during the early 1970s. He has published extensively
in both academic and social movement publications. His book Voices of
Change: Participatory Research in Canada and the United States(1993) has
been widely used as a text in North American universities. His most recent
book, edited with Dr. George Sefa Dei, is Indigenous Knowledges in Global
Perspectives: Multiple Readings of the World(2000). Social movement learn-
ing is the term that most fully describes his intellectual location. He is also
a poet.
W. JAMES JACOB is a doctoral candidate in Comparative and International
Education at the University of California, Los Angeles. He is also research
coordinator at the Center for International and Development Education
(CIDE). His work focuses on program evaluation in developing countries
with an emphasis on East Africa and China. He coordinated a national unit-
cost study on private secondary education in Uganda from 2000 to 2001.
From 2001 to 2003, he was the principal investigator of a sub-Saharan African
HIV/AIDS education research program for Laubach Literacy International,
the world’s oldest and largest literacy organization, and simultaneously
Notes on Contributors ix
directed a national HIV/AIDS education evaluation for the Uganda Ministry
of Education and Sports. He is currently conducting a study on the influences
of the market on higher education in China.
MARK S. JOHNSON trained in Soviet studies and history with a M.A. and
Ph.D. from Columbia University (1995) and the Harriman Institute. His
current position is in history and educational studies at Colorado College.
He has worked as a policy analyst and evaluator of international assistance
programs for various U.S. government agencies and private foundations in
Eastern Europe, Russia, the Caucasus and Central Asia, and has conducted
field research relevant to this chapter in Georgia, Azerbaijan, Kazakhstan
and the Kyrgyz Republic. He has numerous publications, and is currently
writing a textbook, Education in World History (under contract with
Routledge).
ROBERT KRECH is an independent consultant based in Washington, DC
working in the area of peace education and child rights. His recent research
in Sierra Leone examined NGO programing for the reintegration of former
child combatants. He holds an M.A. in Education from the Ontario
Institute for Studies in Education at the University of Toronto, Canada.
JOHN MARCIANOis Professor Emeritus of Social–Historical Foundations of
Education at the State University of New York at Cortland. An activist,
teacher and scholar, he is coauthor of Teaching the Vietnam War (with
William L. Griffen, 1979), and author of Civic Illiteracy and Education: The
Battle for the Hearts and Minds of American Youth (1997).
STUART MCANINCH is Associate Professor in the division of Urban
Leadership and Policy Studies in Education at the University of Missouri,
Kansas City, where he teaches undergraduate and graduate courses on the
social and historical foundations of American education. He has authored or
coauthored articles published in Educational Foundations, Educational
Studies, Educational Theory, and Theory and Research in Social Education, as
well as chapters that have appeared in several books.
NAGWA MEGAHED is an Assistant Faculty of Social and Philosophical
Foundations of Education at Ain Shams University (Cairo, Egypt). She is
currently a Doctoral Candidate at the Administrative and Policy Studies
Department, School of Education, University of Pittsburgh (Pennsylvania,
U.S.A). She worked as Graduate Student Researcher at the Institute for
International Studies in Education (University of Pittsburgh) on projects
related to educational reform and teacher education. Her presentations and
publications include: Understanding Islam and the Arab Culture (2001),
Secondary Education Reforms in Egypt: Rectifying Inequality of Educational
and Employment Opportunities (2002), Voices of Teachers in Academic and
Vocational Schools in Egypt (2002).
RICHARD MACLURE is an Associate Professor and former Acting Dean in
the Faculty of Education, University of Ottawa. He has a doctorate from