The ‘state of exception’ and disaster education: a multilevel conceptual framework with implications for social justice

Article


Preston, J., Chadderton, C. and Kitagawa, K. 2014. The ‘state of exception’ and disaster education: a multilevel conceptual framework with implications for social justice. Globalisation, Societies and Education. 12 (4), pp. 437-456.
AuthorsPreston, J., Chadderton, C. and Kitagawa, K.
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.

JournalGlobalisation, Societies and Education
Journal citation12 (4), pp. 437-456
ISSN1476-7732
1476-7724
Year2014
PublisherTaylor & Francis
Publisher's version
License
CC BY
Web address (URL)http://dx.doi.org/10.1080/14767724.2014.901906
Publication dates
Print31 Mar 2014
Publication process dates
Deposited11 Jun 2014
FunderEconomic and Social Research Council
Copyright information© 2014 The Author(s). Published by Taylor & Francis. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The moral rights of the named author(s) have been asserted.
Permalink -

https://repository.uel.ac.uk/item/85q6z

  • 9
    total views
  • 53
    total downloads
  • 2
    views this month
  • 6
    downloads this month

Related outputs

Career education and guidance and race (in)equality in England
Chadderton, C. 2018. Career education and guidance and race (in)equality in England. in: Hooley, Tristram, Sultana, Ronald and Thomsen, Rie (ed.) Career Guidance for Social Justice Routledge.
Questioning ‘integrated’ disaster risk reduction and ‘all of society’ engagement: can ‘preparedness pedagogy’ help?
Kitagawa, K. 2018. Questioning ‘integrated’ disaster risk reduction and ‘all of society’ engagement: can ‘preparedness pedagogy’ help? Compare: A Journal of Comparative and International Education. 49 (6), pp. 851-867.
School surveillance: primary and secondary schools
Chadderton, C. 2018. School surveillance: primary and secondary schools. in: Arrigo, Bruce A. (ed.) The SAGE Encyclopedia of Surveillance, Security, and Privacy SAGE.
Competence Based Education and Training (CBET) and the End of Human Learning: The Existential Threat of Competency
Preston, J. 2017. Competence Based Education and Training (CBET) and the End of Human Learning: The Existential Threat of Competency. Palgrave Macmillan.
Higher Education and counter-terrorism in the state of exception: the case of England
Chadderton, C. 2017. Higher Education and counter-terrorism in the state of exception: the case of England. Jahrbuch für Pädagogik. 2017 (1), pp. 161-176.
UK Secondary Schools Under Surveillance: What are the Implications for Race? A Critical Race and Butlerian Analysis.
Chadderton, C. 2015. UK Secondary Schools Under Surveillance: What are the Implications for Race? A Critical Race and Butlerian Analysis. in: Kupfer, Antonia (ed.) Power and Education: Contexts of Oppression and Opportunity Palgrave Macmillan UK. pp. 128-145
Disaster preparedness, adaptive politics and lifelong learning: a case of Japan
Kitagawa, K. 2016. Disaster preparedness, adaptive politics and lifelong learning: a case of Japan. International Journal of Lifelong Education. 35 (6), pp. 629-647.
Zombie pedagogies: the problems with using the undead in public pedagogies for emergencies
Preston, J. 2016. Zombie pedagogies: the problems with using the undead in public pedagogies for emergencies. Jahrbuch für Pädagogik 2016.
Situating preparedness education within public pedagogy
Kitagawa, K. 2016. Situating preparedness education within public pedagogy. Pedagogy, Culture and Society. 25 (1), pp. 1-13.
Volunteering, social cohesion and race: the German Technical Relief Service
Chadderton, C. 2016. Volunteering, social cohesion and race: the German Technical Relief Service. Voluntary Sector Review. 7 (3), pp. 233-249.
Continuity and change in disaster education in Japan
Kitagawa, K. 2014. Continuity and change in disaster education in Japan. History of Education. 44 (3), pp. 371-390.
Preparing for disaster: a comparative analysis of education for critical infrastructure collapse
Kitagawa, K., Preston, J. and Chadderton, C. 2016. Preparing for disaster: a comparative analysis of education for critical infrastructure collapse. Journal of Risk Research. 20 (11), pp. 1450-1465.
Community response in disasters: an ecological learning framework
Preston, J., Chadderton, C., Kitagawa, K. and Edmonds, C. 2015. Community response in disasters: an ecological learning framework. International Journal of Lifelong Education. 34 (6), pp. 727-753.
Two nations underground: building schools to survive nuclear war and desegregation in the 1960s
Preston, J. 2015. Two nations underground: building schools to survive nuclear war and desegregation in the 1960s. Race Ethnicity and Education.
A Golden Age of Security and Education? Adult Education for Civil Defence in the United States 1950–1970
Preston, J. 2015. A Golden Age of Security and Education? Adult Education for Civil Defence in the United States 1950–1970. British Journal of Educational Studies. 63 (3), pp. 387-411.
Civil defence pedagogies and narratives of democracy: disaster education in Germany
Chadderton, C. 2015. Civil defence pedagogies and narratives of democracy: disaster education in Germany. International Journal of Lifelong Education. 34 (5), pp. 589-606.
The new statutory requirements in careers guidance in England and the implications for careers provision under the Coalition government
Chadderton, C. 2015. The new statutory requirements in careers guidance in England and the implications for careers provision under the Coalition government. London Review of Education. 13 (2), pp. 84-97.
Building underground and protected schools to survive nuclear war and desegregation in the 1960s
Preston, J. 2014. Building underground and protected schools to survive nuclear war and desegregation in the 1960s. BERA. Institute of Education, London 25 Sep 2014
Enhancing School-based Careers Work for Years 7-9
Chadderton, C. and Edmonds, C. 2014. Enhancing School-based Careers Work for Years 7-9. London University of East London, Cass School of Education and Communities. doi:10.15123/PUB.4074
City Evacuations: Their Pedagogy and the Need for an Inter-disciplinary Approach
Preston, J. and Kolokitha, M. 2015. City Evacuations: Their Pedagogy and the Need for an Inter-disciplinary Approach. in: Preston, John, Binner, Jane M, Branicki, Layla, Galla, Tobias, Jones, Nick, King, James, Kolokitha, Magdalini and Smyrnakis, Michalis (ed.) City Evacuations: An Interdisciplinary Approach Springer. pp. 1-20
Conclusion: evacuations and transmedia vulnerability
Preston, J. 2015. Conclusion: evacuations and transmedia vulnerability. in: Preston, John, Binner, Jane M, Branicki, Layla, Galla, Tobias, Jones, Nick, King, James, Kolokitha, Magdalini and Smyrnakis, Michalis (ed.) City Evacuations: An Interdisciplinary Approach Springer. pp. 117-128
The strange death of UK civil defence education in the 1980s
Preston, J. 2015. The strange death of UK civil defence education in the 1980s. History of Education. 44 (2), pp. 225-242.
From Aberfan to the ‘Canvey Factor’: schools, children and industrial disasters
Preston, J. 2014. From Aberfan to the ‘Canvey Factor’: schools, children and industrial disasters. British Journal of Sociology of Education. 37 (4), pp. 607-622.
Young people’s transitions in London and temporal orientations of agency
Kitagawa, K. and Encibas, Mabel 2014. Young people’s transitions in London and temporal orientations of agency. London Review of Education. 12 (1), pp. 77-89.
Racialised norms in apprenticeship systems in England and Germany
Chadderton, C. and Wischmann, Anke 2014. Racialised norms in apprenticeship systems in England and Germany. Journal of Vocational Education & Training. 66 (3), pp. 330-347.
Refugees and access to vocational education and training across Europe: a case of protection of white privilege?
Chadderton, C. and Edmonds, C. 2015. Refugees and access to vocational education and training across Europe: a case of protection of white privilege? Journal of Vocational Education & Training. 67 (2), pp. 136-152.
Critical Infrastructure Failure and Mass Population Response: what is the nature of collaboration in this field? Sandcastle report
Preston, J. 2014. Critical Infrastructure Failure and Mass Population Response: what is the nature of collaboration in this field? Sandcastle report. University of East London.
Collaboration and contestation in further and higher education partnerships in England: a Bourdieusian field analysis
Colley, Helen, Chadderton, C. and Nixon, Lauren 2014. Collaboration and contestation in further and higher education partnerships in England: a Bourdieusian field analysis. Critical Studies in Education. 55 (2), pp. 104-121.
The militarisation of English schools: Troops to Teaching and the implications for Initial Teacher Education and race equality
Chadderton, C. 2013. The militarisation of English schools: Troops to Teaching and the implications for Initial Teacher Education and race equality. Race Ethnicity and Education. 17 (3), pp. 407-428.
Changing career guidance practice in Connexions: a question of ethics?
Colley, Helen, Chadderton, C. and Lewin, Cathy 2010. Changing career guidance practice in Connexions: a question of ethics? Career Guidance Today. 18 (3), pp. 33-37.
UK secondary schools under surveillance: the implications for race. A Critical Race and Butlerian analysis
Chadderton, C. 2012. UK secondary schools under surveillance: the implications for race. A Critical Race and Butlerian analysis. Journal of Critical Education Policy Studies. 10 (1).
Not capturing voices?
Chadderton, C. 2012. Not capturing voices? in: Czerniawski, Gerry and Kidd, Warren (ed.) The student voice handbook: Bridging the academic/ practitioner divide Bingley Emerald.
School-to-work transition services: marginalising ‘disposable’ youth in a state of exception?
Chadderton, C. and Colley, Helen 2012. School-to-work transition services: marginalising ‘disposable’ youth in a state of exception? Discourse: Studies in the Cultural Politics of Education. 33 (3), pp. 329-343.
Problematising the role of the white researcher in social justice research
Chadderton, C. 2012. Problematising the role of the white researcher in social justice research. Ethnography and Education. 7 (3), pp. 363-380.
Towards a research framework for race in education: critical race theory and Judith Butler
Chadderton, C. 2013. Towards a research framework for race in education: critical race theory and Judith Butler. International Journal of Qualitative Studies in Education. 26 (1), pp. 39-55.
White Trash Vocationalism? Formations of Class and Race in an Essex Further Education College
Preston, J. 2003. White Trash Vocationalism? Formations of Class and Race in an Essex Further Education College. Widening Participation and Lifelong Learning. 5 (2), pp. 6-17.
Concrete and Abstract Racial Domination
Preston, J. 2010. Concrete and Abstract Racial Domination. Power and Education. 2 (2), pp. 115-125.