Äärmuslusest: sinna jõudmine, sellest eemaldumine ja selle ennetamine

Materjalid

I nädal

Kasutatud materjalid:

  • Austrian Federal Ministry of the Interior, The Austrian Strategy for the Prevention and Countering of Violent Extremism and De-radicalisation, (2018), 14
  • Bayat, A. (2013). Post-Islamism: The Changing Faces of Political Islam. (pp. 4-5). New York: Oxford University Press.
  • Bobbio, N. (1996). Left and Right The Significance of a Political Distinction. The University of Chicago Press.
  • Braddock, K., 2014. The talking cure? Communication and psychological impact in prison de-radicalisation programmes. In: A. Silke, ed., Prisons, terrorism and extremism: Critical issues in management, radicalisation and reform. London: Routledge.
  • Chernov Hwang, J., 2015. The Disengagement of Indonesian Jihadists: Understanding the Pathways. Terrorism and Political Violence, 29(2), pp.277-295
  • Ezekiel, R. S. 2002. “An Ethnographer Looks at Neo-Nazi and Klan Groups; the Racist Mind Revisited.” American Behavioral Scientist 46 (1): 51–71. doi:10.1177/0002764202046001005
  • Farinelli, F. (2019) RAN EDU meeting on dealing with religion inspired extremist ideologies in school. Retrieved from https://ec.europa.eu/home-affairs/sites/homeaffairs/files/what-we-do/networks/radicalisation_awareness_network/about-ran/ran-edu/docs/ran_edu_meeting_dealing_religion-inspired_extremist_ideologies_school_14-15_112019_en.pdf
  • Fromkin, David. The Strategy of Terrorism, Foreign Affairs. 1975, Vol 53, No 4, p 638-698
  • Global Terrorism Index 2020: The ten countries most impacted by terrorism. Global Terrorism Index 2020: The ten countries most impacted by terrorism – Vision of Humanity
  • Jungkunz, S. (2019). Towards a Measurement of Extreme Left Wing Attitudes. German Politics, 1(28), 101-122.
  • Kruglanski, A. W. et al. (2014) ‘The psychology of radicalization and deradicalization: How significance quest impacts violent extremism’, Political Psychology, 35(SUPPL.1), pp. 69–93. doi: 10.1111/pops.12163.
  • Margariti, S., 2017. Defining International Terrorism: Between State Sovereignty And Cosmopolitanism. Springer.
  • Mattsson, C., and T. Johansson. 2018. “Becoming, Belonging and Leaving – Exit Processes among Young neo-Nazis in Sweden.” Journal for Deradicalization 16: 33–69.
  • Mattsson, C., and T. Johansson. 2019. “Leaving Hate behind – Neo-Nazis, Significant Others and Disengagement.” Journal for Deradicalization 18: 185–216.
  • Moonshot CVE. Incels: A Guide to Symbols and Terminology. 2020.
  • Neumann, P., 2010. Prisons And Terrorism Radicalisation And Deradicalisation In 15 Countries. The International Centre for the Study of Radicalisation and Political Violence.
  • Radicalisation Awareness Network. (2015). Manifesto for Education – Empowering Educators and Schools. Radicalisation Awareness Network. Retrieved from https://ec.europa.eu/home-affairs/sites/homeaffairs/files/what-we-do/net…
  • David C. Rapoport (2016) It Is Waves, Not Strains, Terrorism and Political Violence, 28:2, 217-224, DOI: 10.1080/09546553.2015.1112278
  • Richards, A., 2014. Conceptualizing Terrorism. Studies in Conflict & Terrorism, 37(3), pp.213-236.
  • Schmid, A., 2011. The Routledge Handbook Of Terrorism Research. 1st ed. Routledge.
  • Schuurman, B. W. et al. (2015) ‘Reintegrating jihadist extremists : evaluating a Dutch initiative , 2013 – 2014’, (November), pp. 2013–2014. doi: 10.1080/19434472.2015.1100648.
  • van San, M., S. Sieckelinck, and M. de Winter. 2013. “Ideal Adrift: An Educational Approach to Radicalization.” Ethics and Education 8 (3): 276–289. doi:10.1080/17449642.2013.878100
  • Wallner, C. (2020). Preventing and Countering Violent Extremism Through Education Initiatives Assessing the Evidence Base. London: RUSI. Retrieved from https://rusi.org/sites/default/files/pcve_education_final_web_version.pdf

Soovituslikud materjalid:

 

II nädal

Kasutatud materjalid:

  • Bjørgo, T. 2008. “Processes of Disengagement from Violent Groups of the Extreme Right.” In Leaving
    Terrorism Behind. Individual and Collective Disengagement, edited by T Bjørgo & J. Horgan.
    London: Routledge
  • Crenshaw, M. (1981). The causes of terrorism. Comparative Politics, 13(4), 379-399. Federal Bureau of Investigation Counterterrorism Division. (2006). The Radicalization Process: From Conversion to Jihad.
  • Farinelli, F. (2019) RAN EDU meeting on dealing with religion inspired extremist ideologies in school. Retrieved from https://ec.europa.eu/home-affairs/sites/homeaffairs/files/what-we-do/networks/radicalisation_awareness_network/about-ran/ran-edu/docs/ran_edu_meeting_dealing_religion-inspired_extremist_ideologies_school_14-15_112019_en.pdf
  • Hogg, Michael, A. Adelman, Janice. Uncertainty-Identity Theory: Extreme Groups, Radical Behaviour, and Authoritarian Leadership. Journal of Social Issues. Vol 69, No. 3, p 436-454.
  • Kruglanski, A. W., Gelfand, M.J., Belanger, J.J., Sheveland, A., Hetiarachchi, M., & Gunarata, R. (2014). The psychology of radicalization and deradicalization: How significance quest impacts violent extremism. Advances in Political Psychology, 35(1), 69-94.
  • Laskier, M. Michael. Islamic Radicalism and Terrorism in the European Union. The Maghrebi Factor. – Radical Islam and International Security. Challenges and Responses. Ed. By Frisch, Hillel. Inbar, Efraim. Routledge, 2008.  Demant, F., Slootman, M., Buijs, F., & Tillie, J. (2008). Decline and disengagement: An analysis of processes of deradicalisation IMES Reports Series (pp. 12-13). Amsterdam: Institute for Migration and Ethnic Studies
  • Lee, Benjamin. Overview of the Far-Right. 2019
  • Maiberg, Heidi. Islamistide deradikaliseerumist ja eemaldumist soodustavad meetodid ja teemad kuue Euroopa riigi näitel. (Tartu Ülikool, Magistritöö 2018).
  • Clark McCauley (2020): The ABC Model: Commentary from the Perspective of the Two Pyramids Model of Radicalization, Terrorism and Political Violence, DOI: 10.1080/09546553.2020.1763964
  • Moonshot CVE. Incels: A Guide to Symbols and Terminology. 2020
  • Moskalenko, Sophia. McCauley, Clark. “Understanding Political Radicalization: The Two Pyramids Model,” American Psychologist 72, no. 3 (2017): 205–216
  • Moghaddam, F. M. (2005). The staircase to terrorism: a psychological exploration. American Psychologist, 60(2), 161.
  • Russell, J., Developing counter- and alternative narratives together with local communities, Ex Post Paper. Brussels, Belgium: Radicalisation Awareness Network, 2018.
  • Sterkenburg, Nikki. (2019). Far-Right Extremism: A Practical Introduction. The RAN Centre for Excellence.
  • Wagemakers, J. (2008). Framing the “threat to Islam”: Al-wala’ wa al-bara’ in Salafi discourse. Arab Studies Quarterly, 30(4), 1–22 (p. 4-5)

Soovituslikud materjalid:

III nädal

Kasutatud materjalid:

  • Badurdeen, F. and Goldsmith, P., 2018. Initiatives and Perceptions to Counter Violent Extremism in the Coastal Region of Kenya. Journal for Deradicalization, [online] (16). Available at: <https://journals.sfu.ca/jd/index.php/jd/article/viewFile/162/126> [Accessed 28 December 2020].
  • Bjørgo, T. (2009). “Processes of Disengagement from Violent Groups of the Extreme Right.” In T. Bjørgo & J. Horgan (Eds.). Leaving Terrorism Behind. New York: Routledge. pp. 30–49.
  • Cook, J. and Vale, G., 2018. [online] Icsr.info. Available at: <https://icsr.info/wp-content/uploads/2018/07/Women-in-ISIS-report_20180719_web.pdf> [Accessed 28 December 2020].
  • Chernov Hwang, J., 2015. The Disengagement of Indonesian Jihadists: Understanding the Pathways. Terrorism and Political Violence, 29(2), pp.277-295
  • Daugherty, C., 2019. Deradicalization and Disengagement: Exit Programs in Norway and Sweden and Addressing Neo-Nazi Extremism. Journal for Deradicalization, [online] (21). Available at: <https://journals.sfu.ca/jd/index.php/jd/article/view/287/195> [Accessed 28 December 2020].
  • Gill, P., Bouhana, N. and Morrison, J., 2015. Individual Disengagement from Terrorist groups. In: C. Kennedy-Pipe, G. Clubb and S. Mabon, ed., Terrorism and Political Violence, 1st ed. SAGE Books.
  • Horgan, John, Walking Away from Terrorism: Accounts of Disengagement from Radical and Extremist Movements, (New York: Routledge, 2009); Reinares, Fernando Exit from terrorism: A qualitative empirical study on disengagement and deradicalization among members of ETA, (Terrorism and Political Violence. No 5, Vol 23, 2011), 780–803. Altier, Mary Beth, Thoroughgood, Christian N. Horgan, John, G. Turning away from terrorism: Lessons from psychology, sociology, and criminology, (Journal of Peace Research. Vol 51, No 5), 647–661
  • Koehler, D., 2017. PREVENTING VIOLENT RADICALISATION: PROGRAMME DESIGN AND EVALUATION. COLLECCION Monografías CIDOB 2017
  • Koehler, D., 2020. Terminology and Definitions. In: S. Hansen and S. Lid, ed., Routledge Handbook of Deradicalisation and Disengagement, 1st ed. Routledge.
  • Marsden, S., 2017. Reintegrating Extremists. London: Palgrave Macmillan UK.
  • Mattsson, C. and Johansson, T., 2019. Leaving Hate Behind – Neo-Nazis, Significant Others and Disengagement. Journal for Deraricalization, [online] (18). Available at: <https://journals.sfu.ca/jd/index.php/jd/article/view/193/147> [Accessed 28 December 2020].
  • Perliger, A., 2020. “WELCOME” HOME Deradicalization of Jihadi foreign fighters. In: S. Hansen and S. Lid, ed., Routledge Handbook of Deradicalisation and Disengagement, 1st ed. Routledge.
  • Ramakrishna, K. (2015). Islamist terrorism and militancy in Indonesia: The power of the Manichean mindset. Singapore: Springer.
  • Schuurman, B. W. et al. (2015) ‘Reintegrating jihadist extremists : evaluating a Dutch initiative , 2013 – 2014’, (November), pp. 2013–2014. doi: 10.1080/19434472.2015.1100648.

Soovituslikud materjalid:

 

IV nädal

Kasutatud materjalid:

  • Cockburn, T. (2007). ‘Performing’ racism: engaging young supporters of the far right in England. British Journal of Sociology of Education, 28(5), 547-560.
  • Davies, L. (2018). REVIEW OF EDUCATIONAL INITIATIVES IN COUNTER-EXTREMISM INTERNATIONALLY: What works? [online] Available at: https://www.gu.se/sites/default/files/2020-03/1673173_review-of-educational-initiatives-180110.pdf.
  • Ezekiel, R. S. 2002. “An Ethnographer Looks at Neo-Nazi and Klan Groups; the Racist Mind Revisited.” American Behavioral Scientist 46 (1): 51–71. doi:10.1177/0002764202046001005
  • Farinelli, F. (2019) RAN EDU meeting on dealing with religion inspired extremist ideologies in school. Retrieved from https://ec.europa.eu/home-affairs/sites/homeaffairs/files/what-we-do/networks/radicalisation_awareness_network/about-ran/ran-edu/docs/ran_edu_meeting_dealing_religion-inspired_extremist_ideologies_school_14-15_112019_en.pdf
  • Higton, J., Patel, R., Mulla, I., Francis, N., Choudhoury, A., & van Rij, A. et al. (2018). Prevent and counter- extremism in general further education colleges. Department for Education.
  • Kanykey Jailobaeva et al., ‘Research on the Role of Educational Institutions in Building Resilience of Adolescents to Radicalisation and Violent Extremism in the Kyrgyz Republic’, Hedayah and EU, 2020.
  • Kello, K. (2016). Sensitive and controversial issues in the classroom: teaching history in a divided society. Teachers and Teaching, 22(1), 35–53. https://doi.org/10.1080/13540602.2015.1023027
  • Mattsson, C., and T. Johansson. 2018. “Becoming, Belonging and Leaving – Exit Processes among Young neo-Nazis in Sweden.” Journal for Deradicalization 16: 33–69.
  • Mattsson, C., and T. Johansson. 2019. “Leaving Hate behind – Neo-Nazis, Significant Others and Disengagement.” Journal for Deradicalization 18: 185–216.
  • Pels, T. and de Ruyter, D.J. (2011). The Influence of Education and Socialization on Radicalization: An Exploration of Theoretical Presumptions and Empirical Research. Child & Youth Care Forum, [online] 41(3), pp.311–325. Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3337995/ [Accessed 23 Nov. 2019].
  • Radicalisation Awareness Network. (2015). Manifesto for Education – Empowering Educators and Schools. Radicalisation Awareness Network. Retrieved from https://ec.europa.eu/home-affairs/sites/homeaffairs/files/what-we-do/networks/radicalisation_awareness_network/docs/manifesto-for-education-empowering-educators-and-schools_en.pdf
  • RAN EDU meeting on dealing with religion- inspired extremist ideologies in school. (2019). [online] RAN. Available at: https://ec.europa.eu/home-affairs/system/files/2019-12/ran_edu_meeting_dealing_religion-inspired_extremist_ideologies_school_14-15_112019_en.pdf.
  • Sanah Sheikh, Shama Sarwar and Chris Reed, ‘Teaching Methods That Help to Build Resilience to Extremism: Rapid Evidence Assessment’, Research Report DFE-RR120, UK Department for Education, 2010
  • Skiple, A. (2020). The Importance of Significant Others in Preventing Extremism: The Philosophy and Practice of the Swedish Tolerance Project. YOUNG, [online] 28(4), pp.422–438. Available at: https://journals.sagepub.com/doi/pdf/10.1177/1103308820914828?casa_token=14OHKoxJy7MAAAAA:C71hwDfkFsJfZeVBNGL8JqIfywp-EQp3MV3tg1qZCqKb3hUmpeGDeGBoinElDrbQV0TSjhILjM8z.
  • van San, M., S. Sieckelinck, and M. de Winter. 2013. “Ideal Adrift: An Educational Approach to Radicalization.” Ethics and Education 8 (3): 276–289. doi:10.1080/17449642.2013.878100
  • Wallner, C. (2020). Preventing and Countering Violent Extremism Through Education Initiatives Assessing the Evidence Base. Londond

Lisamaterjalid

  • Davies, L. (2018). Review of Educational Initiatives in Counter-Extremism Internationally: What Works?, Report 5. Segerstedt Institute, University of Gothenburg
  • Maiberg, H. and Kilp, A. (2022). Extremism in a classroom: topics discussed and Estonian teachers’ experiences and self-reflective choices. Society Register, 6(1), pp.107–128.
  • Wallner, C. (2020). Preventing and Countering Violent Extremism Through Education Initiatives Assessing the Evidence Base. London: RUSI. Retrieved from https://rusi.org/sites/default/files/pcve_education_final_web_version.pdf

V nädal

Kasutatud materjalid:

  • Life After Hate (2020). What to do when a loved one sides with white supremacists. [online] Life After Hate. Available at: https://static1.squarespace.com/static/5a906d96b105989526c1ec08/t/5fd7b78e085ac14bd121ab92/1607972753899/What+to+do+when+a+loved+one+sides+with+white+supremacists.pdf [Accessed 14 Dec. 2021].
  • Maasing, H. and Salvet, S. (2020). ÄÄRMUSLIK VÄGIVALD JA RADIKALISEERUMINE KOOLIS – 10 VASTUST, MIDA ÕPETAJA PEAB TEADMA. [online] Available at: https://sisu.ut.ee/sites/default/files/ranne/files/maasing_ja_salvet_2020_aarmuslik_vagivald_ja_radikaliseerumine_koolis_juhend_opetajatele.pdf.
  • Mattsson, C. and Johansson, T. (2020). The hateful other: neo-Nazis in school and teachers’ strategies for handling racism. British Journal of Sociology of Education, [online] pp.1–15. kättesaadav: https://www.tandfonline.com/doi/pdf/10.1080/01425692.2020.1823204 [Accessed 24 Nov. 2020].
  • Politsei- ja Piirivalveamet, Sisekaitseakadeemia, Siseministeerium, Eesti Linnad ja Valdade Liit, Tartu Linnavalitsus, Haapsalu Linnavalitus and Ohvriabi (2019). Radikaliseerumise varajane märkamine ja võrgustikutöö Käsiraamat kohalikele omavalitsustele. [online] Available at: https://www.politsei.ee/files/Ennetus/radikaliseerumine-kov-.pdf?1c120e3e71 [Accessed 8 Jun. 2022].
  • PSHE Association. (2016). Discussing a terrorist attack with children in the primary phases. [online] Available at: https://www.pshe-association.org.uk/curriculum-and-resources/resources/discussing-terrorist-attack-children-primary [Accessed 25 Apr. 2021].

Soovituslikud materjalid

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