Countering violent extremism in education: a human rights analysis

Abstract

Governments around the world have developed a range of policy approaches for countering violent extremism (CVE) in education. In this article we review a United Kingdom (UK) government website offering a library of resources (Educate Against Hate), evaluating the extent to which it is consistent with human rights principles. Whilst the advice, guidance and resources are varied and inconsistent, our analysis shows that children are frequently perceived as potential victims in need of protection, rather than individuals with agency, and they are rarely considered explicitly as rights holders. Whilst an equalities framework is used throughout the website, this is rarely linked to human rights, and does not prevent some stereotypical views of religious minorities being promoted. The article ends with an outline of how a more explicit engagement with children’s rights might help teachers to better align CVE policy with human rights education (HRE) principles.

Investigating Community Resilience Against Violent Extremism Through Lived Experiences of Community Members in Swat-Pakistan

“…Community awareness prepares people for all kinds of disasters, (Hong, Bonczak, Gupta, & Kontokosta, 2021), societal connections are imperative for CR to catastrophic disasters. Determination in race, ethnicity, and spirituality is essential for a society's resilience to serious illness and conflict, acting as a protective shield, reducing the risk of coercion (Svennevig, Jerome, & Elwick, 2021;Hodge, Zidan, & Husain, 2015). Fear of Islamic ideology incites extremism and bigotry (Wahab, 2021).…”