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首页> 外文期刊>International Journal of Lifelong Education >Emergency preparedness as public pedagogy: the absent-presence of race in ‘Preparing for Emergencies’
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Emergency preparedness as public pedagogy: the absent-presence of race in ‘Preparing for Emergencies’

机译：紧急准备作为公共教学法：“准备紧急情况”中不存在种族

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Emergency preparedness can be considered to be a form of lifelong learning and public pedagogy with implications for race equality. The paper is based on an ESRC project ‘Preparedness pedagogies and race: an interdisciplinary approach’ considering the policy process around the construction of the ‘Preparing for Emergencies’ (PFE) campaign. This campaign which appeared as a leaflet (distributed to every household in the UK) and as a television campaign was a belated response to preparedness by the UK government post-9/11. The results in the paper are based on 20 interviews and two focus groups conducted in 2009-2010. Interviews were conducted with a previous home secretary, members of the cabinet office, private sector security consultants, civil servants and emergency planning committees. Using a Critical Race Theory (CRT) informed methodology we find that both for white and BME (Black and Minority Ethnic) respondents in our focus groups ‘race’ and racialised ascriptions are important to their interpretation of PFE. For white respondents PFE is seen to be most relevant in urban areas at risk of crime and terrorism whereas BME respondents considered that they were potentially pathologised by PFE as potential terrorists. In policy interviews we find that a series of signifiers around race are used to consider the need for responsibilisation within PFE. In conclusion we consider that examining preparedness through the lens of public pedagogy extends theoretical and empirical work on securitisation particularly in terms of considering the responses of various audiences. We also argue for further engagement with CRT in security, and more generally lifelong learning, research.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/02601370.2011.625518
机译：应急准备可以被认为是终身学习和公共教育的一种形式，对种族平等具有影响。本文基于ESRC项目“准备教育与种族：一种跨学科方法”，其中考虑了围绕“准备紧急状态”（PFE）运动的政策过程。这项运动作为传单（分发给英国的每个家庭）和电视运动出现，是英国政府9/11后对备灾的迟来反应。本文的结果基于2009-2010年进行的20次访谈和两个焦点小组的讨论。对前任内政大臣，内阁办公室成员，私营部门安全顾问，公务员和应急计划委员会进行了采访。使用批判种族理论（CRT）的方法学，我们发现在焦点组“种族”和种族归属中的白人和BME（黑人和少数民族）受访者都对他们对PFE的解释很重要。对于白人受访者，PFE被认为最有可能面临犯罪和恐怖主义风险的城市地区，而BME受访者认为，他们可能被PFE病理化为潜在的恐怖分子。在政策访谈中，我们发现围绕种族的一系列指称用于考虑PFE内部责任的必要性。总而言之，我们认为，通过公共教育学的角度来检查准备情况，可以扩展有关证券化的理论和实证工作，尤其是考虑到各种听众的反应。我们还主张进一步与CRT进行安全性合作，并且更广泛地涉及终身学习，研究。查看全文下载全文相关的var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious， linkedin，facebook，stumbleupon，digg，google，更多“，发布ID：” ra-4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/02601370.2011.625518

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