Higher Education and counter-terrorism in the state of exception: the case of England

Article


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. https://doi.org/10.3726/JP2017.09
AuthorsChadderton, C.
Abstract

Der Bereich der Höheren Bildung sieht sich traditionell im Spannungsfeld zwischen der Aufgabe, die Meinungs- und Wissenschaftsfreiheit zu stützen und zu schützen, sowie institutionell, gesellschaftlich und politisch verordneten Zielvorgaben. Aktuell zeigt sich in Großbritannien eine spezifische Entwicklung im Bereich der Prävention extremistischer Radikalisierung an Universitäten. Dieser Beitrag untersucht einige der Maßnahmen, die an das durch die Britische Regierung implementierte Prevent-Programm anschließen. Dieses Programm besagt, dass von Universitäten als Orten öffentlicher Bildung erwartet wird, dass diese verdächtige Aktivitäten und Subjekte im Hinblick auf Radikalisierungstendenzen ihrer Studierendenschaft melden. Dabei geraten vor allem Studierende arabischer oder indischer Herkunft in den Blick, die so gleichsam als Andere markiert und – wie gezeigt wird – im Anschluss an Butler dehumanisiert werden. Des Weiteren wird mit Bezug auf Arbeiten Judith Butlers argumentiert, dass Maßnahmen, die der Politik des Prevent-Programms folgen, wie eine verstärkte Überwachung muslimischer Studierender oder gar deren Inhaftierung, als ein Hinweis zur Rückkehr zum souveränen Obrigkeitsstaat und einem permanenten Ausnahmezustand verstanden werden können. Der Begriff des Ausnahmezustands bezeichnet nicht nur den explizit, etwa im Anschluss an die Anschläge in Frankreich, verhängten Status, der die Exekutive vorübergehend in erhöhte Alarmbereitschaft versetzt, sondern es geht um eine allmähliche Veränderung staatlicher Regierungspraxis, die einhergeht mit der systematischen Einschränkung persönlicher Freiheitsrechte – vor allem für jene, die als feindlich angesehen werden. In diesem Prozess, so wird deutlich, spielen Bildungsinstitution eine zentrale Rolle, wie anhand hochschulpolitischer Diskurse und Praktiken nachvollzogen werden kann.

JournalJahrbuch für Pädagogik
Journal citation2017 (1), pp. 161-176
ISSN2199-7888
0941-1461
Year2017
PublisherPeter Lang
Accepted author manuscript
File Access Level
Repository staff only
Publisher's version
License
File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.3726/JP2017.09
Web address (URL)https://doi.org/10.3726/JP2017.09
Publication dates
Online31 Dec 2017
Publication process dates
Deposited31 Aug 2017
Accepted07 Aug 2017
Page rangeIn Press
Book titleJahrbuch für Pädagogik
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