Abstract
Since 11 September 2001, and the London bombings of July 2005, the ‘war on terror’ has led to the subjection of populations to new regimes of control and reinforced state sovereignty. This involves, in countries such as the UK and the US, the limiting of personal freedoms, increased regulation of immigration and constant surveillance, as a response to the perceived increased risk of terrorist attacks. In this paper, I argue that the counter-terrorism agenda is one of the reasons schools have invested to such an extent in new technologies of surveillance, and explore the implications such surveillance has for the way in which students are raced.
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© 2015 Charlotte Chadderton
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Chadderton, C. (2015). UK Secondary Schools Under Surveillance: What are the Implications for Race? A Critical Race and Butlerian Analysis. In: Kupfer, A. (eds) Power and Education. Palgrave Macmillan, London. https://doi.org/10.1057/9781137415356_8
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DOI: https://doi.org/10.1057/9781137415356_8
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