REDI – The dimensions of addressing, preventing and countering violent radicalisation and extremism in education

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http://hdl.handle.net/10138/318894

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Vallinkoski , K , Benjamin , S & Koirikivi , P 2020 , REDI – The dimensions of addressing, preventing and countering violent radicalisation and extremism in education . in Building resilience – in support of democracy education . Guides and handbooks , no. 2020:2c , The Finnish National Board of Education , Helsinki , pp. 35–41 . < https://www.oph.fi/en/statistics-and-publications/publications/building-resilience-support-democracy-education >

Titel: REDI – The dimensions of addressing, preventing and countering violent radicalisation and extremism in education
Författare: Vallinkoski, Katja; Benjamin, Saija; Koirikivi, Pia
Upphovmannens organisation: Department of Education
Growing up Radical?
Utgivare: The Finnish National Board of Education
Datum: 2020
Språk: eng
Sidantal: 7
Tillhör serie: Building resilience – in support of democracy education
Tillhör serie: Guides and handbooks
ISBN: 978-952-13-6687-1
ISSN: 1798-8950
Permanenta länken (URI): http://hdl.handle.net/10138/318894
Abstrakt: Julkaistu myös suomeksi. International discussion on educational institutions’ roles in preventing violent radicalisation and extremism has for long been dominated by openings focused on how educational institutions could detect and identify individuals who are at risk of, or have already undergone, violent radicalisation. As a result, the big picture of the work carried out in educational institutions has remained fragmented and incomplete in many areas. Little or no attention has been paid to acknowledging and reflecting on educators’ personal preconceptions and existing knowledge, in particular, as well as to how difficult discussion topics, including those related to terrorism, can be dealt with in a pedagogically and ethically appropriate manner in educational institution contexts.
Subject: 516 Educational sciences
Användningsbegränsning: openAccess
Parallelpublicerad version: publishedVersion


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