What Can Counterterrorism Learn from Cognitive Justice in Global Citizenship Education?

Biccum, April R.

doi:10.1093/ips/oly019

Cited by 4 publications

(9 citation statements)

References 50 publications

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“…In contrast, transformative and historically-nuanced approaches to global engagement that draw upon postcolonial/decolonial lenses would enable students to think about the roots of global/local historical, political, economic and socio-cultural dimensions of conflict and inequities. Biccum (2018) correctly observes that GCE cannot contribute to counterterrorism efforts unless it embodies the decolonial approach to 'cognitive justice'. An honest global conversation about the role of historical, military, economic, political and structural violence in shaping our contemporary situation is needed.…”

Section: Discussionmentioning

confidence: 99%

“…These approaches do not attend to the issues of power, racism, colonisation and ongoing structures of exploitation (Khoo, 2011). They produce 'change agents' that operate within the existing global economic structure (Biccum, 2018).…”

Section: Mapping the Gce Discoursementioning

confidence: 99%

“…For her (2006,44), the South is not merely 'a site for Western forceful dominance or some 'grassroots' resistance'. Biccum (2018) also asserts that we need to engage with global imperial history, including the European imperialism, American empire argument, the Caliphate and other manifestations of imperial projects worldwide. Thus, postcolonial influences emphasise everyone's complicity and investments in harm (Andreotti, 2012).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…GCE has been advanced by the UN to constitute a vital part of its Preventing Violent Extremism through Education Strategy (Biccum, 2018). It is considered that soft measures such as education must accompany hard counterterrorism measures such as policing and military interventions (Biccum, 2018). The discourse around youth's vital role in positively transforming conflict situations and building peace emerged in Pakistan in the wake of 9/11 as part of the USA-led 'War on Terror' (Durrani et al 2016).…”

Section: Introductionmentioning

confidence: 99%

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Youth negotiation of citizenship identities in Pakistan: Implications for global citizenship education in conflict-contexts

Kadiwal

Durrani

2018

British Journal of Educational Studies

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This study explores young students' negotiation of their citizenship identities at the intersection of their class, gender, religious and ethnic identifications in the conflict-affected setting of Pakistan. While much of the global literature on global citizenship education (GCE) primarily takes into account the perspectives of middle-class or elite students located in richer economies, the current study is centered on a socio-demographically diverse group of young people in a low-income setting. With a specific focus on their negotiation of issues around diversity and justice, students' narratives generated important recommendations for a transformative and historically-nuanced postcolonial/decolonial approach to global citizenship engagement that should be considered more broadly. The study illuminates the ways the global / local historical, cultural, political and economic factors influence individual relationship with GCE and offers useful pedagogical and policy implications for GCE 'from below'.

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Section: Discussionmentioning

confidence: 99%

Section: Mapping the Gce Discoursementioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Youth negotiation of citizenship identities in Pakistan: Implications for global citizenship education in conflict-contexts

Kadiwal

Durrani

2018

British Journal of Educational Studies

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Political Self-Efficacy, Citizenship Competences and Empowerment

Skład

Irrmischer

Park

et al. 2021

Social and Civic Competencies Against Radicalization in Schools

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Safeguarding social justice and equality: Exploring Finnish youths’ ‘Intergroup Mindsets’ as a novel approach in the prevention of radicalization and extremism through education

Benjamin¹,

Koirikivi²,

Salonen

et al. 2023

Education, Citizenship and Social

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As part of citizenship education, the prevention of radicalization and extremism through education (PVE-E) is an urgent initiative of global educational policy. According to research, radicalized individuals, despite the ideology held, have mindsets that challenge equality and social justice. In this light, this study examines the intergroup mindsets of Finnish students aged 16–19 in vocational institutions through a mixed methods research survey ( n = 383). Three distinct intergroup mindsets were found in a profile analysis. The findings demonstrate that the intergroup mindsets of the students are predominantly egalitarian, open-minded, and inclusive. However, there are also students whose mindsets are anti-egalitarian and pro-dominance, and for whom Finnishness is a marker of borders and social exclusion. If intensified and manipulated, the views of these youth may become radicalized with serious implications for national security and societal cohesion.We argue that in PVE-E, the focus on critical thinking must be complemented with transformative approaches that support the development of mindsets based on social justice and equality.

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What Can Counterterrorism Learn from Cognitive Justice in Global Citizenship Education?

Cited by 4 publications

References 50 publications

Youth negotiation of citizenship identities in Pakistan: Implications for global citizenship education in conflict-contexts

Youth negotiation of citizenship identities in Pakistan: Implications for global citizenship education in conflict-contexts

Political Self-Efficacy, Citizenship Competences and Empowerment

Safeguarding social justice and equality: Exploring Finnish youths’ ‘Intergroup Mindsets’ as a novel approach in the prevention of radicalization and extremism through education

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