Education, Extremism and Terrorism

What Should be Taught in Citizenship Education and Why

Häftad, Engelska, 2012

AvDianne Gereluk

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This is a thorough exploration of how the issues of extremism and terrorism should be addressed and taught in schools. In England, the issue of extremism and terrorism has recently been introduced within various aspects of the curriculum at secondary level. Little has been said about the justification of including these issues and little has been said about how such subjects should be broached within school walls. This text redresses this void and explores and critiques various justifications used for why these issues should be addressed in schools: the broader education and political objectives of the extent to which the state should develop political education with particular reference to extremism and terrorism. In light of the exploration of the justifications for teaching extremism and terrorism, the way in which educators should teach these topics in school are explored with practical suggestions. Essential reading for students studying education at undergraduate and postgraduate level looking to engage with the philosophical, sociological and political issues discussed and the resulting curriculum and pedagogical debates.

Produktinformation

Utgivningsdatum2012-05-10
Mått138 x 216 x 9 mm
Vikt232 g
FormatHäftad
SpråkEngelska
Antal sidor160
FörlagContinuum Publishing Corporation
ISBN9781441105158

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Dianne Gereluk is Associate Professor in Policy and Leadership Studies at the University of Calgary, Canada, and Senior Research Fellow at Roehampton University, UK. Her research currently examines the parameters of parents' ability to decide the extent to which their children are exposed to and taught about controversial issues in schools. Dianne is also author of Education and Community (Continuum 2006), and Symbolic Clothing in Schools (Continuum 2008).

‘Dianne Gereluk provides a comprehensive and daring look at the pressing issue of teaching about terrorism and extremism in schools. Rich in direct discussion of classroom practices and offering a clear analysis of the principles that should guide them, this book is sensitive both to the realities of teaching and to the demands of democracy. Gereluk advocates situating teaching on terrorism and extremism within a larger moral framework, one that corresponds with democratic and political values. This book provides a much needed resource to administrators and teachers who are struggling with the changing faces of war and their educational implications. ‘ Sigal Ben-Porath, Associate Professor, Graduate School of Education, University of Pennsylvania, USA