Related Papers
The Challenge of Radicalization and Extremism
2022 •
Eveline Gutzwiller-Helfenfinger
The Palgrave Handbook of Citizenship and Education
Citizenship and Education in an Age of Extremisms
2020 •
Reza Gholami
Globethics Publications
Ethics and Overcoming Odious Passions: Mitigating Radicalisation and Extremism through Shared Human Values in Education
2023 •
Ignace Haaz, Khushwant Singh
This publication articulated in three parts, and twelve chapters endeavours to engage with the complex negative emotions and consequent phenomenon of self-deceit, radicalisation and extremism. First part: Emotions as Lines of Demarcation or Guidelines to Our Self. The Psychodynamic Surrounding of our Intentional Self; second part: Case Studies of Some Concrete Societal Encapsulations of the Negative Passions; and third part: Resisting the Colonisation of Tyrannical Affections. Possible Paths of Mitigating Radicalisation and Extremism. What kind of educational responses can be given to extremist claims of territory, identity, resources, power, and interpretations? How can a dialogue on unifying ethical principles and values aid in developing common grounds for preventing radical and extremist excesses? With authors from three continents, this publication endeavours to not only ask the uncomfortable questions with regard to the exteriorisation of human emotive predispositions and inclinations to ostracize, stigmatise and discriminate. The exit door from the extreme is also clearly presented, through four contributions, notably the interplay of Charvaka philosophy, Sikh wisdom on balanced forms of engagement with strong emotions. Read less
Students as Suspects? The challenges of counter- radicalisation policies in education in the Council of Europe member states
Francesco Ragazzi
Could policies aimed at preventing radicalisation in Europe end up undermining the very social cohesion they aim to preserve? Since the mid-2000s, a growing number of European governments have broadened the scope of counter-terrorism, making it an issue that needs to be tackled by society as a whole. This report considers the e ects of such policies in the education sector through a review of the existing literature on the subject. It begins by considering the issues facing educators and students and their families, and goes on to show how counter-radicalisation policies make contradictory demands on educators, asking them to build social cohesion and resilience while at the same time requiring them to employ a logic of suspicion in spotting potential radicals. The report suggests that this contradictory mission challenges key principles of 1. human rights and fundamental freedoms; 2. education for democratic citizenship, human rights education, competences for democratic culture and the objectives of building inclusive societies; and 3. the key objectives of counter-terrorism itself. The author therefore presents three main areas of reflexion, followed by recommendations for further research and action by the Council of Europe.
Journal of Security and Sustainability Issues
Challenges for European Security Policy: Issues of the Prevention of Radicalization in the Context of the Right to Religious Education
2019 •
Violeta Vasiliauskiene
(2017) When Schooling Becomes a Tactic of Security: Educating to Counter " Extremism "
Roozbeh Shirazi
The intent of this series is to generate a space for critical reflection and inquiry on a burgeoning form of sociopolitical labor of schooling, that of educating against “extremism.” In the United States’ ongoing “War on Terror” being waged across the Middle East, North and East Africa, and South Asia, formal and informal schooling have long been conscripted into efforts to mitigate extremism among “vulnerable” youth populations. More recently, the rise of strident anti-immigrant and anti-refugee sentiments across North America and Europe has contributed to the normalization of xenophobic-and particularly Islamophobic-political discourse. In this climate, state surveillance and policing of immigrant and Muslim communities are proliferating (as are racially/religiously motivated attacks against them). Regardless of their citizenship status, youth from these communities (or who are imagined to be from these communities) are often construed as vulnerable/threatening Others. This has implications for education research, and suggests global movement and production of discourse around education as a means of security and countering extremism, which warrants closer and comparative inquiry. In response to these developments, we ask: what does it mean to educate against extremism? Who has the power to name bodies, ideas, and acts as "extremist?" What is the utility of this terminology at this particular historical moment? We have invited different scholars to think with these questions and to contribute original perspectives on the interplay of security, education, migration, and xenophobia.
London Review of Education
Education and Extremisms: Rethinking liberal pedagogies in the contemporary world, edited by Farid Panjwani, Lynn Revell, Reza Gholami and Mike Diboll
2018 •
Helen Haste
The European Journal of Social & Behavioural Sciences
Overcoming the Ideology of Extremism and Terrorism among Today’s Youth
Sergey Oganesyan
European journal of education
Education for Citizenship: Mainstreaming the Fight Against Racism?: Challenges for Citizenship Education In the New Europe= Education à La Citoyenneté: Généraliser Le …
2002 •
Hugh Starkey
Religion as social curriculum: education, values and Islam in Europe
Vicente J. LLORENT, Carolina Ivanescu
When religion is converted in an integral part of modern political debates, religious ideas influence the decisions and definitions of concepts such as education, the participation in the labor market, the structure and function of the family as a social unit, and the equality. Integration and immigration come to the forefront as the concept of citizenship acquires culturalist and moralizing dimensions. Finally, religion, politics and education begin to interfere in the areas of life that belong to the private and public spheres. From our pedagogical perspective we understand that the educational lines marked by religion influence remarkably the future of many citizens, and attach themselves to the social-political realm. We thus become aware of the fact that religion as a powerful instrument of socialization exerts a strong influence upon citizens' education and values, and presents itself as the – normally hidden – social curriculum of the context closer to many citizens. The presence of Islam and of Muslims in Europe, though not a new phenomenon, is questioned by the nation-states, confronting the official curriculum and the regulated education, with the social curriculum, strongly influenced by Islam among its followers. It therefore converts itself in an integral part of the struggle for individual and collective national identity, be it with respect to laity, to democracy or to citizenship. And, in this sense, we would like to present an up-to-date review of this question so present in Europe today.
