The Counter Terrorist Classroom: Religion, Education, and Security

Gearon, Liam

doi:10.1080/00344087.2013.767660

Cited by 57 publications

(31 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As the international literature reviews and policy analyses carried out, for example, by Ghosh et al (2016), Gearon (2013), and Christmann (2012) bring forward, the way in which formal education can act as a supportive element against the attraction of violent ideologies has become an increasingly important aspect in educational policies in many countries across the world. However, the role given to education also takes many forms-depending on national setting-and it should not be assumed that all educational systems have similar objectives (e.g., Ghosh et al 2016).…”

Section: Addressing Violent Extremism In Educationmentioning

confidence: 99%

How and Why Education Counters Ideological Extremism in Finland

et al. 2018

Self Cite

View full text Add to dashboard Cite

The intensification of radical and extremist thinking has become an international cause of concern and the fear related to terrorism has increased worldwide. Early 21st century public discourses have been correspondingly marked by hate speech and ideological propaganda spread from a variety of perspectives through the intensified presence of global social media networks. In many countries, governments have reacted to these perceived and actual threats by drafting policies and preventive programs and legal-security interventions to tackle radicalization, terrorism itself, as well as ideological extremism. Many of the current strategies point to the critical role of societal education. As a result, educational institutions have gained growing importance as platforms for different kinds of prevention protocols or counter-terrorism strategies. However, notably less attention has been paid on the consistencies of values between the aims of the educational strategies for preventing or countering ideological extremism and the core functions of education in fostering individual and societal well-being and growth. Using Finnish education as a case, this paper discusses the challenges and possibilities related to educational institutions as spaces for preventing violent extremism, with special regard to the religious and nationalistic ideologies that divert from those inherent in the national hegemony. This study highlights the need to plan counter-terrorism strategies in line with national educational policies through what we conceptualize as ‘institutional habitus’.

show abstract

Section: Addressing Violent Extremism In Educationmentioning

confidence: 99%

How and Why Education Counters Ideological Extremism in Finland

et al. 2018

Self Cite

View full text Add to dashboard Cite

show abstract

“…The aims of religious education as HRE in conflict-troubled societies The task at hand is rather challenging: to balance religious education's often conservative agenda with the historical and political realities of conflict, especially involving issues of human rights violations that are perceived differently in conflicting communities, while at the same time making sure that religion is not 'over-politicised' (Gearon 2008a(Gearon , 2013. There are good reasons for caution about associating HRE with religion (Bowie 2012).…”

Section: Journal Of Beliefs and Values 305mentioning

confidence: 98%

Human rights and religious education in the contentious context of conflict-troubled societies: perspectives from human rights education

Zembylas

2014

Journal of Beliefs & Values

View full text Add to dashboard Cite

This article explores some of the tensions that are created from the entanglement of religion and human rights and offers a possible response to these tensions in the context of religious education in conflict-troubled societies. It is suggested that a historicised and politicised approach in religious education in conjunction with human rights education perspectives can promote three important aims: taking power relations between peoples, societies and cultures as sources of problematising the meaning(s) and consequences of both religion and human rights; developing a teaching and learning process in and through which the emphasis is not on identification with religious or cultural identity, but rather a process through which new and productive ways of relationality with the 'other' are developed; and, encouraging students to interrogate moralistic discourses of religion or human rights that often prevent the enactment of friendship, compassion and shared fate.

show abstract

“…Furthermore, governments' interest in social cohesion goes further than promoting tolerance of diversity, extending into the murky field of security (Gearon, 2012a, b;2013a, b;2014). The religious education classroom, concerned with issues of citizenship and social cohesion, becomes, as Gearon puts it, highly emotively, 'The Counter Terrorist Classroom' (Gearon, 2013b;2014). In moving along the path from supporting citizenship, or social cohesion, we arrive at the 'securitisation' of religious education (Gearon, 2012b).…”

Section: Introductionmentioning

confidence: 99%