Extremism, Values, and Education in Policy and Practice (original) (raw)
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Rethinking education to counter violent extremism: a critical review of policy and practice
Ethics and Education, 2022
This paper explores the alarming phenomenon of violent extremism in university campuses. It probes why education fails to prevent violent extremism in this case? Drawing on Robert Cox’s distinction of problem solving and critical theories, the paper examines policy discourses that aim to prevent violent extremism through education. It is observed that dominant policy discourses take up problem solving approaches to prevent/counter violent extremism and fail to take into account the broader structural violence that feeds extremist ideologies. The counter violent extremism policies largely view education as a means to control thinking rather than develop it. Such policies hinder the development of critical consciousness in students that can provide effective defence against extremism. Hence, there is a need to rethink education to counter extremism. Subsequently, the paper shifts its focus to Pakistan, where education has remained a central concern of counter extremism policies since 9/11. Based on 13 expert interviews, I explore higher education practices in Pakistan from practitioners’ perspective. The practitioners point out multiple problems of educational status quo that need to be addressed to counter extremism on campus effectively.
What Kind of Pedagogy Do We Need to Address Extremism and Terror?
Journal of Contemporary Issues in Education, 2016
One of our primary objectives of this paper is to examine the veracity of the modern usage of ‘extremism’ in order to broaden the understanding of this phenomenon and relatedly also open up the space in which solution to extremism can be found. Understanding contemporary extremism as a crisis in education, our second objective is to propose a critical counter extremism pedagogy that can make visible vital connections between extremism and the wider interlinked political, economic, social, and cultural processes at the global level.
Journal of Beliefs & Values, 2019
The counter-radicalisation efforts that have swept through much of the world seem to have placed schools and universities at the forefront of global counterterrorism. In this article, we review research to explore the impacts and implications of preventing radicalisation and violent extremism through education. We synthesised themes from the literature in relation to intervention models that differentiate between primary, secondary and tertiary prevention levels, in order to embrace the heterogeneity and complexity of radicalisation issues. Research is at an early stage in trying to make sense of the 'causes and cures' of radicalisation in the context of young people and education; yet our review suggests that educators should approach prevention through humanistic, relational and inclusive pedagogics. However, counterradicalisation efforts tend to result in the use of 'harder' prevention strategies, which can have quite negative impacts on education. Although scholarly output is growing, effectiveness evidence on these issues remains weak. More consideration should be given to study how the counter-radicalisation discourse is merged with education, and with what consequences.
(2017) When Schooling Becomes a Tactic of Security: Educating to Counter " Extremism "
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.
Extremism and fundamental British values research
Do w nlo a d e d fro m: h t t p://i n si g h t. c u m b ri a. a c. u k/i d/ e p ri n t/ 5 4 0 4/ U s a g e o f a n y i t e m s f r o m t h e U n i v e r s i t y o f C u m b r i a' s i n s t i t u t i o n a l r e p o s i t o r y 'I n s i g h t' m u s t c o n f o r m t o t h e f o l l o w i n g f a i r u s a g e g u i d e l i n e s .
Critical Studies on Terrorism, 2019
The enactment of the counter-terrorism 'Prevent duty' in British schools and colleges: Beyond reluctant accommodation or straightforward policy acceptance When Britain imposed the 'Prevent duty', a legal duty on education, health and social welfare organisations to report concerns about individuals identified as atrisk of radicalisation, critics argued it would accentuate the stigmatisation of Muslim communities, 'chill' free speech, and exacerbate societal securitisation. Based on 70 interviews with educational professionals and a national online survey (n=225), this article examines their perceptions of how the duty has played out in practice. It then provides an explanation for why, contrary to expectations, not only has overt professional opposition been limited, but there has been some evidence of positive acceptance. It is argued that these findings neither simply reflect reluctant policy accommodation nor do they simply reflect straightforward policy acceptance, but rather they comprise the outcome of multilevel processes of policy narration, enactment and adaptation. Three processes are identified as being of particular importance in shaping education professionals' engagement with the duty: the construction of radicalisation as a significant societal, institutional and personal risk; the construction of continuity between the Prevent duty and existing professional practices; and the responsibilisation of first-line professionals. The conclusion reflects on the wider public and policy implications of these findings.
Resisting Radicalisation: A Critical Analysis of the UK Prevent Duty
2018
In response to the threat of terrorism and radicalisation, the UK government introduced the counterterrorism strategy CONTEST and its four strands ‘Prepare, Prevent, Protect, Pursue’. As one of these four strands, the ‘Prevent’ strategy dates back to 2003 and is tailored to avert radicalisation in its earliest stages. What stands out as particularly controversial is the statutory duty introduced in 2015 that requires ‘specified authorities’ to “have due regard to the need to prevent people from being drawn into terrorism” (Home Office, 2015a, s. 26). Based on a critical analysis of the so-called Prevent Duty in educational institutions (excluding higher education), I argue that it not only has the potential to undermine ‘inclusive’ safe spaces in schools but may also hold the danger of further alienating the British Muslim population. Certain terminology such as ‘safeguarding’ students who are ‘vulnerable’ to extremist ideas is misleading and conveniently inflated in order to legiti...
UNCLASSIFIED UNCLASSIFIED 1 UNCLASSIFIED PREVENTING VIOLENT EXTREMISM IN SCHOOLS JANUARY 2016
High school students are ideal targets for recruitment by violent extremists seeking support for their radical ideologies, foreign fighter networks, or conducting acts of targeted violence within our borders. High schools must remain vigilant in educating their students about catalysts that drive violent extremism and the potential consequences of embracing extremist beliefs.