Teachers as informants: countering extremism and promoting violence
Teachers as informants: countering extremism and promoting violence
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教师作为线人：打击极端主义和宣扬暴力
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Rob Faure
中科院分区：
文献类型：
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作者：
Rob Faure
本文是对穆斯林学生报告他们因害怕预防反恐战略而保持沉默的回应。通过采取批判现实主义的立场，这一实际现象的真实的生成机制进行了研究和理论化。在不同版本的PREVENT中，对“激进化”和“极端主义”的定义不断变化的认识导致这些真实的生成机制的话语方面正在使用批评性话语分析（CDA）进行调查。这项分析确定了“激进化”和“极端主义”（RadEx）的暴力话语的出现，理论上它有能力促进而不是防止暴力。最后，这种生产的暴力在课堂上可能已经避免的过程进行了探讨，这表明，批评政府的努力，以打击“激进化”和“极端主义”是一个重要方面的教学法的背景下，预防和反恐战争。
ABSTRACT This article is a response to Muslim students reporting that they had been silenced by fear of the PREVENT Counter-Terrorism Strategy. By adopting a Critical Realist stance, real generative mechanisms of this actual phenomenon are investigated and theorised. Recognition of changing definitions of both ‘radicalisation’ and ‘extremism’ in different versions of PREVENT results in the discursive aspect of these real generative mechanisms being investigated using critical discourse analysis (CDA). This analysis identifies the emergence of a violent discourse of ‘radicalisation’ and ‘extremism’ (RadEx) that it is theorised has the capacity to promote rather than prevent violence. Finally, a process by which this production of violence in the classroom might have been avoided is explored and this indicates that critique of government efforts to counter ‘radicalisation’ and ‘extremism’ is a vital aspect of pedagogy in the context of PREVENT and the War on Terror.