- EAN13
- 9789287190321
- Éditeur
- Council of Europe
- Date de publication
- 28/01/2021
- Langue
- anglais
- Fiches UNIMARC
- S'identifier
Counter-radicalisation in the classroom
The challenges of counter-radicalisation policies in education in the Council of Europe member states
Francesco Ragazzi, Josh Walmsley
Council of Europe
Livre numérique
Insights from eight grass-roots projects in Council of Europe member states to
address the challenges of policies to counter-radicalisation in education This
report offers an assessment of the effects of counter-radicalisation policies
in the education sector, through the empirical analysis of eight grass-roots
projects located in schools across the member states of the Council of Europe
(Belgium, Bosnia and Herzegovina, Croatia, Germany, Hungary, Norway and the
United Kingdom). It provides a detailed insight into how such policies are
experienced in practice. The report covers three main areas. First, it offers
an analysis of the legislative and political context that led to the
development of counter-radicalisation policies, as well as their contestation.
Second, based on qualitative interviews and focus groups with project leaders,
students, teachers, educators and school managers, it provides a detailed
account of the very heterogeneous type of practices encapsulated by the term
“counter-radicalisation”. Finally, it shows that while some practices are in
line with principles of human rights education and education for democratic
citizenship, others risk undermining fundamental rights and the autonomy of
education. The report concludes with some key recommendations to the Council
of Europe on how to overcome these challenges.
address the challenges of policies to counter-radicalisation in education This
report offers an assessment of the effects of counter-radicalisation policies
in the education sector, through the empirical analysis of eight grass-roots
projects located in schools across the member states of the Council of Europe
(Belgium, Bosnia and Herzegovina, Croatia, Germany, Hungary, Norway and the
United Kingdom). It provides a detailed insight into how such policies are
experienced in practice. The report covers three main areas. First, it offers
an analysis of the legislative and political context that led to the
development of counter-radicalisation policies, as well as their contestation.
Second, based on qualitative interviews and focus groups with project leaders,
students, teachers, educators and school managers, it provides a detailed
account of the very heterogeneous type of practices encapsulated by the term
“counter-radicalisation”. Finally, it shows that while some practices are in
line with principles of human rights education and education for democratic
citizenship, others risk undermining fundamental rights and the autonomy of
education. The report concludes with some key recommendations to the Council
of Europe on how to overcome these challenges.
S'identifier pour envoyer des commentaires.