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.
Rezensionen / Stimmen
'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 'In this thought-provoking book, Dianne Gereluk challenges teachers' understandable reluctance to address topics like terrorism and extremism in schools. She argues persuasively for robust, balanced, reasonable teaching about these issues, and encourages teachers to reflect seriously on underlying principles including the nature of knowledge, the promotion of values and the teaching of controversial issues. This book is essential reading for anyone with an interest in citizenship and education.' J. Mark Halstead, Emeritus Professor of Education, University of Huddersfield, UK 'Dianne Gereluk has written an engaging and thoughtful book. It is important to read if you are interested in better understanding how to navigate some of the most challenging controversies and dilemmas that arise when teaching about terrorism and extremism in the post 9/11 and 7/7 US and UK. By comparing the political contexts and curriculum about terrorism from the two nations, she demonstrates vividly that it can be challenging to teach this content with integrity. But she also makes a strong case for why teachers should not shy away from the challenge.' Diana Hess, Senior Vice President of the Spencer Foundation and Professor of Curriculum and Instruction, University of Wisconsin-Madison, USA [T]his book sets us up nicely to start a long-overdue discussion. It hits many of central issues in an engaging way, free of paranoia or bluster. Each chapter includes interludes where discussion questions are posed. Clearly, the purpose of the book is not to answer every question about terrorism and education, but to start a more meaningful educational engagement with the issue. In this task, the book succeeds admirably...Dianne Gereluk, I believe, has done us a service in initiating a more intelligent discussion of how and why terrorism should be a topic in 21st century schools. I hope that the discussion can continue. -- Bryan R. Warnick * Education Review/Resenas Educativas *
Sprache
Verlagsort
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Maße
Höhe: 216 mm
Breite: 140 mm
Dicke: 9 mm
Gewicht
ISBN-13
978-1-4411-0515-8 (9781441105158)
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Schweitzer Klassifikation
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).
1. The 'War on Terror': Extremism and the Classroom; 2. To Broach or Not to Broach?; 3. The Social Construction of Knowledge in the Classroom; 4. Controversy at the School Gates; 5. Sensibility, Reasonableness and Moderation; Bibliography; Index.
