Zombie pedagogies: the problems with using the undead in public pedagogies for emergencies

Article

Preston, J. 2016. Zombie pedagogies: the problems with using the undead in public pedagogies for emergencies. Jahrbuch für Pädagogik 2016. 16 (1), pp. 211-224. https://doi.org/10.3726/1404_211
AuthorsPreston, J.
Abstract

The well-known Hollywood ‘zombie’ genre has recently begun to invade programs and training courses in disaster control and emergency prevention. The author explores the consequences of a transfer of an entertainment metaphor into real US military policies. Is it possible that this implies attuning the populace
to catastrophies by means of edutainment? And does this, as Preston argues, in some ways ‘de-humanize’ one’s adversaries? The article points to a fatal dialectics
and disturbing elements of a post-ethical disposition. This results not only in some sort of inevitable legitimation of the ‘war on terror’ leaving behind all tenets of civil society. It also permits, subcutaneously, to act without restrictions against
certain groups as if they were ‘undeads’.

JournalJahrbuch für Pädagogik 2016
Journal citation16 (1), pp. 211-224
ISSN0941-1461
Year2016
PublisherPeter Lang Academic Publishing Group
Digital Object Identifier (DOI)https://doi.org/10.3726/1404_211
Web address (URL)https://doi.org/10.3726/1404_211
Publication dates
Print01 Jan 2016
Publication process dates
Deposited05 Sep 2016
Accepted29 Aug 2016
Accepted29 Aug 2016
Copyright information© 2016 Peter Lang
Book titleJahrbuch für Pädagogik 2016
Permalink -

https://repository.uel.ac.uk/item/85350

Log in to edit

  • 155
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

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.
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.
Preparing for disaster: a comparative analysis of education for critical infrastructurecollapse
Kitagawa, K., Preston, J. and Chadderton, C. 2016. Preparing for disaster: a comparative analysis of education for critical infrastructurecollapse. Journal of Risk Research. 20 (11), pp. 1450-1465. https://doi.org/10.1080/13669877.2016.1178661
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. https://doi.org/10.1080/00071005.2015.1076565
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
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
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. https://doi.org/10.1080/13613324.2015.1095174
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. https://doi.org/10.1080/0046760X.2014.979253
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. https://doi.org/10.1080/01425692.2014.961596
The ‘state of exception’ and disaster education: a multilevel conceptual framework with implications for social justice
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.
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.
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.