2015/12/22 by Lynn Davies · 2 citations
Social Sciences · #Peace and Human Rights Education #Peacebuilding and International Security #Terrorism, Counterterrorism, and Political Violence
paper · doi:10.1080/00071005.2015.1107022
openalex publication_date 2015/12/22 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
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.