Addressing extremist abuses of medieval pasts: A connection-first approach to narratives of hate

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
{"title":"Addressing extremist abuses of medieval pasts: A connection-first approach to narratives of hate","authors":"","doi":"10.1016/j.ijedudev.2024.103160","DOIUrl":null,"url":null,"abstract":"<div><div>“Hello, brother” were the last words of Haji-Daoud Nabi and the first words to greet the shooter who killed 51 and injured dozens more at Masjid al-Noor and the Linwood Islamic Centre on 15 March 2019, in Christchurch, New Zealand. In the aftermath of this devastating attack, the shooter’s motives came to light in the form of a seventyfour- page manifesto and the writing scrawled across his weapons. His manifesto outlined an ideological motive steeped in racism, particularly against Muslims, centering on “The Great Replacement” theory that solidified in France after originating in Serbia. Considering the fact that a maliciously selective and misrepresented reading of history motivated the Christchurch shooter to engage in a horrific act of targeted violence (i.e., a form of violence targeted at a specific person or community because of their identity), this article will propose a pedagogic approach that seeks to build collective resilience to hate within classrooms, schools, and communities. Framed within the broader literature of violence prevention at the intersection of medieval history and education, this article will: a) introduce an illustrative case study that demonstrates the manipulation of history by extremists, with the Christchurch shooting as a culminating outcome intended by the very design of this weaponization and misrepresentation of history; b) offer a pedagogic approach that spotlights the role of connection alongside correction, which nurtures resilience to hate in classrooms and schools by bridging the power of social connectedness in parallel with epistemic concerns regarding the rectification of factual errors or misrepresentations; and c) closes with a call for this pedagogic approach to expand beyond the classroom in order to strengthen the democratic ethos within which members of the public are exposed to the manipulated and fabricated versions of history that exacerbate phenomena such as polarization, Othering, and risk of radicalization.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.8000,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Development","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0738059324001871","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

“Hello, brother” were the last words of Haji-Daoud Nabi and the first words to greet the shooter who killed 51 and injured dozens more at Masjid al-Noor and the Linwood Islamic Centre on 15 March 2019, in Christchurch, New Zealand. In the aftermath of this devastating attack, the shooter’s motives came to light in the form of a seventyfour- page manifesto and the writing scrawled across his weapons. His manifesto outlined an ideological motive steeped in racism, particularly against Muslims, centering on “The Great Replacement” theory that solidified in France after originating in Serbia. Considering the fact that a maliciously selective and misrepresented reading of history motivated the Christchurch shooter to engage in a horrific act of targeted violence (i.e., a form of violence targeted at a specific person or community because of their identity), this article will propose a pedagogic approach that seeks to build collective resilience to hate within classrooms, schools, and communities. Framed within the broader literature of violence prevention at the intersection of medieval history and education, this article will: a) introduce an illustrative case study that demonstrates the manipulation of history by extremists, with the Christchurch shooting as a culminating outcome intended by the very design of this weaponization and misrepresentation of history; b) offer a pedagogic approach that spotlights the role of connection alongside correction, which nurtures resilience to hate in classrooms and schools by bridging the power of social connectedness in parallel with epistemic concerns regarding the rectification of factual errors or misrepresentations; and c) closes with a call for this pedagogic approach to expand beyond the classroom in order to strengthen the democratic ethos within which members of the public are exposed to the manipulated and fabricated versions of history that exacerbate phenomena such as polarization, Othering, and risk of radicalization.
解决极端分子滥用中世纪历史的问题:以联系为先的方法处理仇恨叙事
"你好,兄弟 "是哈吉-达乌德-纳比(Haji-Daoud Nabi)说的最后一句话,也是2019年3月15日在新西兰克赖斯特彻奇的努尔清真寺(Masjid al-Noor)和林伍德伊斯兰中心(Linwood Islamic Centre)打死51人、打伤数十人的枪手说的第一句话。这次毁灭性袭击发生后,枪手的动机以一份长达 74 页的宣言和在武器上涂写的文字的形式曝光。他在宣言中概述了一个充满种族主义,尤其是针对穆斯林的意识形态动机,其核心是 "大置换 "理论,该理论起源于塞尔维亚,后在法国得到巩固。考虑到对历史的恶意选择性和歪曲性解读促使克赖斯特彻奇枪手实施了骇人听闻的有针对性的暴力行为(即由于特定个人或社区的身份而针对其实施的一种暴力形式),本文将提出一种教学方法,以寻求在教室、学校和社区内建立集体抵御仇恨的能力。本文将以中世纪历史与教育交汇处的更广泛的预防暴力文献为框架:a) 介绍一个说明性案例研究,展示极端分子对历史的操纵,基督城枪击案的最终结果正是这种武器化和歪曲历史的设计意图;b) 提供一种教学方法,强调联系与纠正的作用,通过将社会联系的力量与纠正事实错误或歪曲历史的认识论关切结合起来,在课堂和学校培养抵御仇恨的能力;c) 最后呼吁将这种教学方法推广到课堂之外,以加强民主精神,使公众能够接触到被操纵和捏造的历史版本,这些版本加剧了两极分化、他者化和激进化风险等现象。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
International Journal of Educational Development
International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.20
自引率
12.00%
发文量
106
审稿时长
40 days
期刊介绍: The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信