The "State of Exception" and Disaster Education: A Multilevel Conceptual Framework with Implications for Social Justice

Autor/inn/en	Preston, John; Chadderton, Charlotte; Kitagawa, Kaori
Titel	The "State of Exception" and Disaster Education: A Multilevel Conceptual Framework with Implications for Social Justice
Quelle	In: Globalisation, Societies and Education, 12 (2014) 4, S.437-456 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2014.901906
Schlagwörter	Natural Disasters; Theories; Emergency Programs; Governance; Laws; Correlation; Case Studies; Crisis Management; Teaching Methods; Foreign Countries; Guidelines; Social Justice; Comparative Education; Cross Cultural Studies; Germany; Japan; United Kingdom (England) + Suchen Sie Ihr Suchwort? Natural disaster; Naturkatastrophe; Theory; Theorie; Hilfsprogramm; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Law; Recht; Korrelation; Case study; Fallstudie; Case Study; Krisenmanagement; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Richtlinien; Soziale Gerechtigkeit; Vergleichende Erziehungswissenschaft; Cultural comparison; Kulturvergleich; Deutschland
Abstract	The term "state of exception" has been used by Italian political theorist Giorgio Agamben to explain the ways in which emergencies, crises and disasters are used by governments to suspend legal processes. In this paper, we innovatively apply Agamben's theory to the way in which countries prepare and educate the population for various types of emergencies. We focus on two main aspects of Agamben's work: first, the paradoxical nature of the state of exception, as both a transient and a permanent part of governance. Second, it is a "liminal" concept expressing the limits of law and where "law" meets "not-law". We consider the relationship between laws related to disasters and emergencies, and case studies of the ways in which three countries (England, Germany and Japan) educate their populations for crisis and disaster. In England, we consider how emergency powers have been orientated around the protection of the Critical National Infrastructure and how this has produced localised "states of exception" and, relatedly, pedagogical anomalies. In Germany, we consider the way in which laws related to disaster and civil protection, and the nature of volunteering for civil protection, produce exceptional spaces for non-German bodies. In Japan, we consider the debate around the absence of emergency powers and relate this to Japanese non-exceptional disaster education for natural disasters. Applying Agamben's work, we conclude by developing a new, multilevel empirical framework for analysing disaster education with implications for social justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10