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Educational Philosophy and Theory Volume 50, 2018 - Issue 10: Critical Pedagogies and Philosophies of Education
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Articles

Contagious ideas: vulnerability, epistemic injustice and counter-terrorism in education

Aislinn O’DonnellMary Immaculate College, University of Limerick, Limerick, IrelandCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0003-4570-8793
ORCID Icon
Pages 981-997 | Published online: 16 Sep 2016

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Martin M. Sjøen & Christer Mattsson. (2023) Depoliticising political violence: state-centric and individualised discourses in the Norwegian counterterrorism policy field. Scandinavian Journal of Educational Research 67:6, pages 950-963.
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Cameron Henshall, Howard Prosser & Fida Sanjakdar. (2023) Empty Britain? Hegemony and ambiguity in British education policy. British Journal of Sociology of Education 44:6, pages 996-1017.
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Jennifer Robson & Ruth Hunt. (2021) Lecturing within the panoptic scheme of prevent in an English University. Critical Studies on Terrorism 14:4, pages 578-597.
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Thomas Lynch. (2020) Epistemic injustice and the veil: Islam, vulnerability, and the task of historical revisionism. Culture and Religion 21:3, pages 280-297.
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Martin M. Sjøen & Christer Mattsson. (2020) Preventing radicalisation in Norwegian schools: how teachers respond to counter-radicalisation efforts. Critical Studies on Terrorism 13:2, pages 218-236.
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A. C. Hickey-Moody. (2017) Arts practice as method, urban spaces and intra-active faiths. International Journal of Inclusive Education 21:11, pages 1083-1096.
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Articles from other publishers (12)

David Lewin. (2022) Indoctrination. Journal of Philosophy of Education 56:4, pages 612-626.
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Keith Spiller, Andrew Whiting, Imran Awan & Ben Campbell. (2022) The Politic of Everyday Counter-Terrorism: Online Performances and Responsibilities of the Prevent Duty in UK Higher Education Institutions. Sociology, pages 003803852211299.
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Patricia Kieran. 2021. Irish and British Reflections on Catholic Education. Irish and British Reflections on Catholic Education 221 234 .
Sveinung Sandberg & Sarah Colvin. (2020) ‘ISIS is not Islam’: Epistemic Injustice, Everyday Religion, and Young Muslims’ Narrative Resistance. The British Journal of Criminology.
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Kirk Weeden & David Bright. (2019) Pre-service teacher attitudes towards discussing terrorism in English as an Additional Language (EAL) classrooms: citizenship, democratic practices, and the discussion of controversial issues. The Australian Educational Researcher 47:1, pages 149-166.
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Christos Boukalas. (2019) The Prevent paradox: destroying liberalism in order to protect it. Crime, Law and Social Change 72:4, pages 467-482.
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Eve Mayes. (2019) Radical reform and reforming radicals in Australian schooling. History of Education Review 48:2, pages 156-170.
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R Guy Emerson. (2018) Vigilant subjects. Politics 39:3, pages 284-299.
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Imran Awan, Keith Spiller & Andrew WhitingImran Awan, Keith Spiller & Andrew Whiting. 2019. Terrorism in the Classroom. Terrorism in the Classroom 113 125 .
Imran Awan, Keith Spiller & Andrew WhitingImran Awan, Keith Spiller & Andrew Whiting. 2019. Terrorism in the Classroom. Terrorism in the Classroom 77 94 .
Joanna Haynes & Rowena Passy. (2017) Racism, Prevent and education: insisting on an open space. Safer Communities 16:4, pages 155-165.
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Aislinn O’Donnell. (2017) Pedagogical injustice and counter-terrorist education. Education, Citizenship and Social Justice 12:2, pages 177-193.
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