让我们谈谈恐怖主义

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Martin M. Sjøen
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引用次数: 5

摘要

当教育工作者被要求对被认为有成为恐怖分子风险的学生进行警惕监视时,有什么利害关系?本文探讨了教育与恐怖主义之间日益增长的关系,重点关注学校如何有助于减少对恐怖主义的恐惧。与其在学生中描绘未来的恐怖分子,不如提出这样的观点:教育者必须鼓励在课堂上对恐怖主义进行深思熟虑的激烈讨论。最终,这可以帮助学生建立抵御恐怖恐惧的韧性,这可能成为抵御一系列社会负面影响的堡垒。实证文献中的例子强调了教育如何通过鼓励在学校讨论恐怖主义来减少对恐怖主义的恐惧,这也可以对帮助学生忘记或脱离极端理想和行为产生变革性影响。在教育-恐怖主义的文献中,这很可能触及到教育努力中一些最重要的方面,以减少对恐怖的恐惧,甚至可能减少恐怖主义本身。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Let’s talk about terrorism
ABSTRACT What is at stake when educators are asked to deploy vigilant surveillance against students considered to be at risk of becoming a terrorist? This article explores the growing relationship between education and terrorism by focusing on how schools can contribute to reducing fears of terrorism. Rather than profiling future terrorists among their students, the argument is put forward that educators must encourage deliberative agonistic discussions about terrorism in the classroom. Ultimately, this can help students to build resilience against terror fear, which might serve as a bulwark against a range of social negatives. Examples from the empirical literature are offered to highlight how education can reduce terror fear by encouraging discussions about terrorism in schools, which can also have a transformative effect on helping students to unlearn or disengage from extreme ideals and behaviours. In the strand of education-terrorism literature, this could well touch upon some of the most important aspects within educational efforts to reduce the fear of terror and perhaps even reduce terrorism itself.
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来源期刊
Journal of Peace Education
Journal of Peace Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.60
自引率
33.30%
发文量
20
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