Security, Extremism and Education: Safeguarding or Surveillance?

Autor/in	Davies, Lynn
Titel	Security, Extremism and Education: Safeguarding or Surveillance?
Quelle	In: British Journal of Educational Studies, 64 (2016) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2015.1107022
Schlagwörter	National Security; Terrorism; Prevention; Foreign Countries; Antisocial Behavior; Compliance (Psychology); Ideology; Role of Education; Educational Strategies; Criticism; Humor; Resilience (Psychology); Social Networks; Citizen Participation; Social Integration; Teaching Methods; Justice; Violence; Educational Environment; Civil Rights; United Kingdom + Suchen Sie Ihr Suchwort? National territory; Security; Staatsgebiet; Sicherheit; Terrorismus; Prävention; Vorbeugung; Ausland; Ideologie; Bildungsauftrag; Lehrstrategie; Kritik; Humoristische Darstellung; Social network; Soziales Netzwerk; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Soziale Integration; Teaching method; Lehrmethode; Unterrichtsmethode; Gerechtigkeit; Gewalt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bürgerrechte; Grundrechte; Zivilrecht; Großbritannien
Abstract	This article analyses how education is positioned in the current concerns about security and extremism. This means firstly examining the different meanings of security (national, human and societal) and who provides security for whom. Initially, a central dilemma is acknowledged: that schooling appears to be simultaneously irrelevant to the huge global questions of security and yet central to the learning of alternative ways to conduct human relations. With regard to extremism, two aspects of importance in ideological compliance or challenge are firstly the attempted securitisation of education, and secondly the role of education in young people joining or supporting extremist movements. The UK's "Prevent" strategy is examined here. The issue of how to safeguard young people without securitising institutions suggests four key features: inclusivity, encounters with difference, networking and active citizenship. Critiquing sacred texts and the use of humour and satire also act to foster resilience. Educational approaches within transitional justice underline the importance of tackling violence in schools and promoting a human rights culture that promotes both human security and ultimately national security. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01