Farid Panjwani is a Senior Lecturer and founding Director at the Centre for Research and Evaluation in Muslim Education (CREME) at the UCL Institute of Education, University College London, UK. Lynn Revell is Reader in Religion and Education at Canterbury Christ Church University, UK. Reza Gholami is Lecturer in Sociology of Education in the School of Social Science and Public Policy at Keele University, UK.Mike Diboll is Honorary Research Associate at UCL Institute of Education, University College London, UK.

• Foreword Acknowledgements List of Contributors Introduction Section 1. State Policies and Educational Practices 1. Challenging Extremism and Promoting Cohesion: National Policies and Local Implementation 2. Education, Freedom of Belief and Countering Terrorism: The Minefield between UK Policy and School Implementation 3. Education and Disengagement: Extremism and the Perception of Muslim Students 4. Street Children, Integrated Education and Violence in Northern Nigeria 5. Misplaced Utopia: Education and Extremism - the Case of Pakistan Section 2. Perspectives on Extremism 6. Challenging the Legitimacy of Extremism: Critique through Education in the Work of Khaled Abou El Fadl 7. Teaching Early Muslim History: Facilitating Criticality through a Source-based Approach 8. ‘Mine Own Familiar Friend...’ Education and Extremism, within Historic Culture 9. Gender Equality in Education, Context and Criticality: Student Teacher Engagements in Three Northern Nigerian States 10. The Balanced Nation: Addressing the Challenges of Islamist and Far-Right Extremism in the Classroom 11. Multiple Ontologies of Extremism: ISISes in Education, a Case Study Section 3. Reconceptualising Liberal Education and Criticality 12. Negotiating Difference in Educatoin: Extremism, Political Agency and an Ethics of Care 13. Resilience and Soft Power: an Analysis of UK Government and International Guidelines and Resources to Address Radicalisation and Extremism in Education. 14. Promoting Tolerance to Schools in a Time of Extremism 15. Nurturing Critical Thinking across Self-Other Dichotomies 16. Cosmopolitanism as Transformative Experience: towards a New Social Ethic Epilogue

"This book brings clarity and criticality to a complex and vitally important question: how can education prepare educators, school children and university students to live as revitalised active citizens? A strong team of thinkers and practitioners contextualise their proposals for action within a national and international framework. They challenge existing state ideologies and insist upon the capacities of education to teach us how to understand that pervasive truths may be provisional, that good education explains but may not resolve dissonant views and that tolerance must be active and critical. I recommend this book very warmly for its conceptual analyses and practical solutions to the labour of being critical, liberal and democratic."Alison Scott-Baumann, Centre of Islamic Studies SOAS

Farid Panjwani is a Senior Lecturer and founding Director at the Centre for Research and Evaluation in Muslim Education (CREME) at the UCL Institute of Education, University College London, UK. Lynn Revell is Reader in Religion and Education at Canterbury Christ Church University, UK. Reza Gholami is Lecturer in Sociology of Education in the School of Social Science and Public Policy at Keele University, UK.Mike Diboll is Honorary Research Associate at UCL Institute of Education, University College London, UK.

• Foreword Acknowledgements List of Contributors Introduction Section 1. State Policies and Educational Practices 1. Challenging Extremism and Promoting Cohesion: National Policies and Local Implementation 2. Education, Freedom of Belief and Countering Terrorism: The Minefield between UK Policy and School Implementation 3. Education and Disengagement: Extremism and the Perception of Muslim Students 4. Street Children, Integrated Education and Violence in Northern Nigeria 5. Misplaced Utopia: Education and Extremism - the Case of Pakistan Section 2. Perspectives on Extremism 6. Challenging the Legitimacy of Extremism: Critique through Education in the Work of Khaled Abou El Fadl 7. Teaching Early Muslim History: Facilitating Criticality through a Source-based Approach 8. ‘Mine Own Familiar Friend...’ Education and Extremism, within Historic Culture 9. Gender Equality in Education, Context and Criticality: Student Teacher Engagements in Three Northern Nigerian States 10. The Balanced Nation: Addressing the Challenges of Islamist and Far-Right Extremism in the Classroom 11. Multiple Ontologies of Extremism: ISISes in Education, a Case Study Section 3. Reconceptualising Liberal Education and Criticality 12. Negotiating Difference in Educatoin: Extremism, Political Agency and an Ethics of Care 13. Resilience and Soft Power: an Analysis of UK Government and International Guidelines and Resources to Address Radicalisation and Extremism in Education. 14. Promoting Tolerance to Schools in a Time of Extremism 15. Nurturing Critical Thinking across Self-Other Dichotomies 16. Cosmopolitanism as Transformative Experience: towards a New Social Ethic Epilogue

"This book brings clarity and criticality to a complex and vitally important question: how can education prepare educators, school children and university students to live as revitalised active citizens? A strong team of thinkers and practitioners contextualise their proposals for action within a national and international framework. They challenge existing state ideologies and insist upon the capacities of education to teach us how to understand that pervasive truths may be provisional, that good education explains but may not resolve dissonant views and that tolerance must be active and critical. I recommend this book very warmly for its conceptual analyses and practical solutions to the labour of being critical, liberal and democratic."Alison Scott-Baumann, Centre of Islamic Studies SOAS

Farid Panjwani is a Senior Lecturer and founding Director at the Centre for Research and Evaluation in Muslim Education (CREME) at the UCL Institute of Education, University College London, UK. Lynn Revell is Reader in Religion and Education at Canterbury Christ Church University, UK. Reza Gholami is Lecturer in Sociology of Education in the School of Social Science and Public Policy at Keele University, UK.Mike Diboll is Honorary Research Associate at UCL Institute of Education, University College London, UK.

• Foreword Acknowledgements List of Contributors Introduction Section 1. State Policies and Educational Practices 1. Challenging Extremism and Promoting Cohesion: National Policies and Local Implementation 2. Education, Freedom of Belief and Countering Terrorism: The Minefield between UK Policy and School Implementation 3. Education and Disengagement: Extremism and the Perception of Muslim Students 4. Street Children, Integrated Education and Violence in Northern Nigeria 5. Misplaced Utopia: Education and Extremism - the Case of Pakistan Section 2. Perspectives on Extremism 6. Challenging the Legitimacy of Extremism: Critique through Education in the Work of Khaled Abou El Fadl 7. Teaching Early Muslim History: Facilitating Criticality through a Source-based Approach 8. ‘Mine Own Familiar Friend...’ Education and Extremism, within Historic Culture 9. Gender Equality in Education, Context and Criticality: Student Teacher Engagements in Three Northern Nigerian States 10. The Balanced Nation: Addressing the Challenges of Islamist and Far-Right Extremism in the Classroom 11. Multiple Ontologies of Extremism: ISISes in Education, a Case Study Section 3. Reconceptualising Liberal Education and Criticality 12. Negotiating Difference in Educatoin: Extremism, Political Agency and an Ethics of Care 13. Resilience and Soft Power: an Analysis of UK Government and International Guidelines and Resources to Address Radicalisation and Extremism in Education. 14. Promoting Tolerance to Schools in a Time of Extremism 15. Nurturing Critical Thinking across Self-Other Dichotomies 16. Cosmopolitanism as Transformative Experience: towards a New Social Ethic Epilogue

"This book brings clarity and criticality to a complex and vitally important question: how can education prepare educators, school children and university students to live as revitalised active citizens? A strong team of thinkers and practitioners contextualise their proposals for action within a national and international framework. They challenge existing state ideologies and insist upon the capacities of education to teach us how to understand that pervasive truths may be provisional, that good education explains but may not resolve dissonant views and that tolerance must be active and critical. I recommend this book very warmly for its conceptual analyses and practical solutions to the labour of being critical, liberal and democratic."Alison Scott-Baumann, Centre of Islamic Studies SOAS