Neither Villains nor Victims: Towards an Educational Perspective on Radicalisation

Autor/inn/en	Sieckelinck, Stijn; Kaulingfreks, Femke; De Winter, Micha
Titel	Neither Villains nor Victims: Towards an Educational Perspective on Radicalisation
Quelle	In: British Journal of Educational Studies, 63 (2015) 3, S.329-343 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2015.1076566
Schlagwörter	Student Behavior; Behavior Problems; Victims; Imagery; Ideology; Terrorism; School Role; Educational Environment; Violence; Youth; Social Attitudes; Social Values; Safety; Islam; Attitude Change; Behavior Change; Social Influences; Adolescents; Role of Education; Foreign Countries; Belgium; Netherlands + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Victim; Opfer; Metaphorik; Ideologie; Terrorismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gewalt; Jugend; Jugendlicher; Jugendalter; Social attidude; Soziale Einstellung; Sozialer Wert; Sicherheit; Attitudinal change; Einstellungsänderung; Sozialer Einfluss; Adolescent; Adolescence; Adoleszenz; Bildungsauftrag; Ausland; Belgien; Niederlande
Abstract	This study questions whether the perspectives of security and intelligence serve educators well enough in the early stages of radicalisation. Assigned to signal deviant behaviour, educators are unwittingly drawn into a villain-victim imagery of their students. This imagery seems to impede a genuine educational outlook on radicalisation. Key notions of this outlook may be "critically addressing ideals" and "forming pedagogical coalitions". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01