Security, Extremism and Education: Safeguarding or Surveillance?
Security, Extremism and Education: Safeguarding or Surveillance?
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DOI：
10.1080/00071005.2015.1107022
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发表时间：
2016-01-02
影响因子：
1.9
通讯作者：
Davies, Lynn
中科院分区：
文献类型：
--
作者：
Davies, Lynn
本文分析了教育在当前对安全和极端主义的担忧中是如何定位的。这意味着首先要检查安全（国家、人类和社会）的不同含义，以及谁为谁提供安全。最初，人们承认了一个中心困境：学校教育似乎与巨大的全球性安全问题无关，但对学习处理人际关系的替代方式却至关重要。关于极端主义，在意识形态遵从或挑战中有两个重要方面，首先是教育证券化的尝试，其次是教育在年轻人加入或支持极端主义运动中的作用。英国的“预防”战略在这里进行了检验。如何在不使机构证券化的情况下保护年轻人，这个问题提出了四个关键特征：包容性、面对差异、网络化和积极的公民意识。批评圣典，使用幽默和讽刺也有助于培养韧性。过渡时期司法中的教育方法强调了处理学校暴力和促进人权文化的重要性，这种文化既促进人类安全和最终促进国家安全。
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.