N Nguyen
Biographic Data
| ID | 33244 |
|---|---|
| NAME | N Nguyen |
| GIVEN NAMES | N |
| FAMILY NAME | Nguyen |
| SIGNATURE | NGUYEN N |
| AFFILIATIONS | University of Illinois Chicago |
| ORCID | 0000-0001-6830-114X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 46 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 5 |
Rethinking the Beirut bombing, rethinking terrorism: Theorising counterviolence
After the January 6 attempted armed takeover of the Capitol, many commentators warned that describing the day as an act of domestic terrorism risked intensifying policing regimes targeting communities of colour. Others, however, encouraged the broadening of the domestic terrorism label to include armed white supremacists, given their violent efforts at regime change. Although these interventions have debated both the danger and utility in applyin…
Biopolitics of the More-Than-Human: Forensic Ecologies of Violence
Biopolitics of the More-Than-Human: Forensic Ecologies of Violence." Journal of Palestine Studies, 50(4), pp. 114–115 Additional informationNotes on contributorsNicole NguyenNicole Nguyen is associate professor of educational policy studies at the University of Illinois, Chicago. She is the author of A Curriculum of Fear: Homeland Security in U.S. Public Schools (Minneapolis: University of Minnesota Press, 2016) and Suspect Communities: Anti-Musl…
Schooling from the classroom to the state: Understanding schools as geopolitical sites
In this paper, we make a case for situating the school as a geopolitical site. The geopolitical functions of schools and schooling have long been investigated by geographers: forming national citizens, promoting geostrategic discourses, and disciplining populations, to name a few. However, we advocate an approach that is “outward looking,” examining the school not just as a space where these functions are carried out by the state, but as a site w…
On geopolitics and education: Interventions, possibilities, and future directions
In this article, I survey the rapidly developing literature on the symbiotic relationship between the education sector and geopolitics. Scholars across disciplines increasingly have studied how schools are implicated in and affected by broader geopolitical goals, particularly related to territorial security and national defense. Given the range of disciplinary interventions from international relations to education studies, discussions on the sch…
Rethinking activist educational research: Definitions, methodologies, and ethics
In this article, I revisit the concept of activist educational research to consider a wider array of methodological approaches that support the documentation and transformation of systems of oppression, from youth participatory action research projects to ‘studying up.’ Although activist researchers often turn to participatory methods, I examine how ‘studying up’ can support grassroots organizing from below. Drawing on my own experiences ‘studyin…
The irony of rigor: ‘No-Excuses’ Charter Schools at the Intersections of Race and Disability
Across the United States, the ‘no-excuses’ charter school movement featuring strict discipline policies and rigorous academic standards has gained popularity among schools serving poor and working-class students of color. In this article, we examine how Black and Latinx parents of students with disabilities1 negotiated and experienced these charter school practices of rigor, which disciplined, managed, and regulated students’ social differences. …
Catching the bus: A call for critical geographies of education
Informed by recent struggles over schooling, this article proceeds from the premise that education is a deeply geographic and urgently political problem increasingly engaged by a wide range of scholars and activists. We argue that the current political moment demands increasing geographic attention to the confluence of social processes that shape schooling arrangements. We contend that this attention also must address how people involved in colle…
From school militarization to school securitization: National security finds its place in schools
This ethnography explores daily life at Milton High School, a US public school with its own specialized Homeland Security program. From ‘military grunts’ serving in distant theaters of war to Transportation Security Administration (TSA) agents defending the US borderlands to National Security Administration (NSA) technicians monitoring worldwide cyber communications, Milton’s Homeland Security program trained students for the multiple permutation…
Improving the Clean Development Mechanism Post-2012: A Developing Country Perspective
In this article, we assess the future prospects of the Clean Development Mechanism (CDM) from the perspective of a developing country, drawing on Vietnam as a case study. First, we review the performance of the CDM and describe the evolution of carbon markets on the path towards a post-2012 climate regime. Next, we place Vietnam in a post-2012 context, and assess potential project resources, challenges, and opportunities that could arise for the …
Catching the bus: A call for critical geographies of education
Informed by recent struggles over schooling, this article proceeds from the premise that education is a deeply geographic and urgently political problem increasingly engaged by a wide range of scholars and activists. We argue that the current political moment demands increasing geographic attention to the confluence of social processes that shape schooling arrangements. We contend that this attention also must address how people involved in colle…
Schooling from the classroom to the state: Understanding schools as geopolitical sites
In this paper, we make a case for situating the school as a geopolitical site. The geopolitical functions of schools and schooling have long been investigated by geographers: forming national citizens, promoting geostrategic discourses, and disciplining populations, to name a few. However, we advocate an approach that is “outward looking,” examining the school not just as a space where these functions are carried out by the state, but as a site w…
On geopolitics and education: Interventions, possibilities, and future directions
In this article, I survey the rapidly developing literature on the symbiotic relationship between the education sector and geopolitics. Scholars across disciplines increasingly have studied how schools are implicated in and affected by broader geopolitical goals, particularly related to territorial security and national defense. Given the range of disciplinary interventions from international relations to education studies, discussions on the sch…
The irony of rigor: ‘No-Excuses’ Charter Schools at the Intersections of Race and Disability
Across the United States, the ‘no-excuses’ charter school movement featuring strict discipline policies and rigorous academic standards has gained popularity among schools serving poor and working-class students of color. In this article, we examine how Black and Latinx parents of students with disabilities1 negotiated and experienced these charter school practices of rigor, which disciplined, managed, and regulated students’ social differences. …
From school militarization to school securitization: National security finds its place in schools
This ethnography explores daily life at Milton High School, a US public school with its own specialized Homeland Security program. From ‘military grunts’ serving in distant theaters of war to Transportation Security Administration (TSA) agents defending the US borderlands to National Security Administration (NSA) technicians monitoring worldwide cyber communications, Milton’s Homeland Security program trained students for the multiple permutation…
Improving the Clean Development Mechanism Post-2012: A Developing Country Perspective
In this article, we assess the future prospects of the Clean Development Mechanism (CDM) from the perspective of a developing country, drawing on Vietnam as a case study. First, we review the performance of the CDM and describe the evolution of carbon markets on the path towards a post-2012 climate regime. Next, we place Vietnam in a post-2012 context, and assess potential project resources, challenges, and opportunities that could arise for the …
From school militarization to school securitization: National security finds its place in schools
This ethnography explores daily life at Milton High School, a US public school with its own specialized Homeland Security program. From ‘military grunts’ serving in distant theaters of war to Transportation Security Administration (TSA) agents defending the US borderlands to National Security Administration (NSA) technicians monitoring worldwide cyber communications, Milton’s Homeland Security program trained students for the multiple permutation…
Catching the bus: A call for critical geographies of education
Informed by recent struggles over schooling, this article proceeds from the premise that education is a deeply geographic and urgently political problem increasingly engaged by a wide range of scholars and activists. We argue that the current political moment demands increasing geographic attention to the confluence of social processes that shape schooling arrangements. We contend that this attention also must address how people involved in colle…
Rethinking activist educational research: Definitions, methodologies, and ethics
In this article, I revisit the concept of activist educational research to consider a wider array of methodological approaches that support the documentation and transformation of systems of oppression, from youth participatory action research projects to ‘studying up.’ Although activist researchers often turn to participatory methods, I examine how ‘studying up’ can support grassroots organizing from below. Drawing on my own experiences ‘studyin…
The irony of rigor: ‘No-Excuses’ Charter Schools at the Intersections of Race and Disability
Across the United States, the ‘no-excuses’ charter school movement featuring strict discipline policies and rigorous academic standards has gained popularity among schools serving poor and working-class students of color. In this article, we examine how Black and Latinx parents of students with disabilities1 negotiated and experienced these charter school practices of rigor, which disciplined, managed, and regulated students’ social differences. …
Schooling from the classroom to the state: Understanding schools as geopolitical sites
In this paper, we make a case for situating the school as a geopolitical site. The geopolitical functions of schools and schooling have long been investigated by geographers: forming national citizens, promoting geostrategic discourses, and disciplining populations, to name a few. However, we advocate an approach that is “outward looking,” examining the school not just as a space where these functions are carried out by the state, but as a site w…
On geopolitics and education: Interventions, possibilities, and future directions
In this article, I survey the rapidly developing literature on the symbiotic relationship between the education sector and geopolitics. Scholars across disciplines increasingly have studied how schools are implicated in and affected by broader geopolitical goals, particularly related to territorial security and national defense. Given the range of disciplinary interventions from international relations to education studies, discussions on the sch…
Biopolitics of the More-Than-Human: Forensic Ecologies of Violence
Biopolitics of the More-Than-Human: Forensic Ecologies of Violence." Journal of Palestine Studies, 50(4), pp. 114–115 Additional informationNotes on contributorsNicole NguyenNicole Nguyen is associate professor of educational policy studies at the University of Illinois, Chicago. She is the author of A Curriculum of Fear: Homeland Security in U.S. Public Schools (Minneapolis: University of Minnesota Press, 2016) and Suspect Communities: Anti-Musl…
Rethinking the Beirut bombing, rethinking terrorism: Theorising counterviolence
After the January 6 attempted armed takeover of the Capitol, many commentators warned that describing the day as an act of domestic terrorism risked intensifying policing regimes targeting communities of colour. Others, however, encouraged the broadening of the domestic terrorism label to include armed white supremacists, given their violent efforts at regime change. Although these interventions have debated both the danger and utility in applyin…
Law (8 works) · Political science (8 works) · Sociology (8 works) · Politics (7 works) · Law (6 works) · Social science (4 works) · Epistemology (3 works) · Criminology (2 works) · Discipline (2 works) · Economics (2 works)