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References

  • Ackerman, Gary A.; Burnham, Michael (2021) Towards a Definition of Terrorist Ideology, Terrorism and Political Violence, 33:6, 1160-1190, DOI: 10.1080/09546553.2019.1599862
  • Benjamin, S., Gearon, L., Kuusisto, A. & Koirikivi, P. (2021). Threshold of adversity: Resilience and the prevention of extremism through education. Nordic Studies in Education, 41(3), 201–218.
  • Bonnell, Joe; Phil Copestake, David Kerr, Rowena Passy, Chris Reed, Rachel Salter, Shama Sarwar, Sanah Sheikh (2010). Teaching Approaches that help to build resilience to extremism among young people. OPM and National Foundation for Educational Research, 11 May 2010, https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/182675/DFE-RR119.pdf
  • Bouhana, Naomie (2019). The Moral Ecology of Extremism, 2019. Microsoft Word – Bouhana – The moral ecology of extremism – FOR PUBLICATION.docx (ucl.ac.uk)
  • Chalmers, Ian (2017). Countering Violent Extremism in Indonesia: Bringing Back the Jihadists. Asian Studies Review. 41:3, 331-351, DOI: 10.1080/10357823.2017.1323848
  • Davies, Lynn (2008) Gender, education, extremism and security, Compare, 38:5, 611-625, DOI: 10.1080/03057920802351432
  • Davies, Lynn (2009) „Educating Against Extremism: Towards a Critical Politicisation of Young People”, International Review of Education, 55, 2-3, 183-203.
  • Davies, Lynn (2014) Interrupting Extremism by Creating Educative Turbulence, Curriculum Inquiry, 44:4, 450-468, DOI: 10.1111/curi.12061
  • Davies, Lynn (2016) „Can education prevent violent extremism?,“ UNESCO, 14/09/2016, https://en.unesco.org/news/lynn-davies-can-education-prevent-violent-extremism
  • Davies, Lynn (2021) „Interrupting Hate Before It Starts“ in: Rita Verma, Michael W. Apple (eds.) Disuprting Hate in Education: Teacher Activists, Democracy, and Global Pedagogies of Interruption. New York and London: Routledge, pp. 95-108.
  • Jailobaeva, Kanykey, et al., (2020) ‘Research on the Role of Educational Institutions in Building Resilience of Adolescents to Radicalisation and Violent Extremism in the Kyrgyz Republic’, Hedayah and EU. https://hedayah.com/resources/research-educational-institutions-building-resilience-kyrgyzstan/
  • Jerome, Lee & Alex Elwick (2020) Teaching about terrorism, extremism and radicalisation: some implications for controversial issues pedagogy, Oxford Review of Education, 46:2, 222-237
  • Koirikivi, Pia; Saija Benjamin, Lauri Hietajärvi, Arniika Kuusisto & Liam Gearon (2021) Resourcing resilience: educational considerations for supporting well-being and preventing violent extremism amongst Finnish youth, International Journal of Adolescence and Youth, 26:1, 553-569.
  • Maiberg, Heidi; Kilp, Alar (2022). In between the need and the uncertainty: Estonian teachers’ ambiguities, experiences and reflections in tackling extremism in the classroom. Society Register, 6 (1), 107−128. DOI: 10.14746/sr.2022.6.1.06.
  • Malkki, Leena (2020) “Radicalisation – Myths and Reseaerch Findings”, in: Building Resilience – in Support of Democracy Education. Finnish National Agency of Education, 14-18.
  • Mattsson, C., & Johansson, T. (2018). Becoming, Belonging and Leaving – Exit Processes among Young neo-Nazis in Sweden. Journal for Deradicalization, (16), 33–69.
  • Mattsson, C., & Johansson, T. (2019). Leaving Hate Behind – Neo-Nazis, Significant Others and Disengagement. Journal for Deraricalization, (18).
  • Moffitt, Benjamin; Tormey, Simon. (2014). Rethinking Populism: Politics, Mediatisation and Political Style. – Political Studies, 62 (2), 381–397.
  • Nemr, Christina; Sara Savage, (2019) “Integrative Complexity Interventions to prevent and Counter Violent Extremism”, Global Center on Cooperative Security. Policy Brief, February. https://www.globalcenter.org/wp-content/uploads/2019/02/GCCS-PB-IC-Interventions-Prevent-Counter-Violent-Extremism-2019.pdf
  • Sheikh, Sanah; Shama Sarwar and Chris Reed (2010). ‘Teaching Methods That Help to Build Resilience to Extremism: Rapid Evidence Assessment’, Research Report DFE-RR120, UK Department for Education, 2010. https://dera.ioe.ac.uk/3597/1/3597_DFE-RR120.pdf
  • Starvrakakis, Yannis. (2014). The return of „the people”: Populism and anti-populism in the shadow of the European crisis. – Constellations, 21 (4), 505–517.
  • Sukarieh, M. and Tannock, S. (2015). The deradicalisation of education: terror, youth and the assault on learning. Race & Class, 57(4), pp.22–38. doi:10.1177/0306396815621236.
  • Taggart, Paul. (2002). Populism and the pathology of representative politics. – Y. Mény, Y. Surel (eds). Democracies and the populist challenge, 62–80, New York: Palgrave Macmillan.
  • Vallinkoski, Katja, Pia-Maria Koirikivi, & Leena Malkki (2021) “What is this ISIS all about?’Addressing violent extremism with students: Finnish educators’ perspectives.” European Educational Research Journal. DOI:14749041211010074
  • Vergani, Matteo; Muhammad Iqbal, Ekin Ilbahar & Greg Barton (2020) “The Three Ps of Radicalization: Push, Pull and Personal. A Systematic Scoping Review of the Scientific Evidence about Radicalization Into Violent Extremism”, Studies in Conflict & Terrorism, 43:10, 854-854, DOI: 10.1080/1057610X.2018.1505686
  • Wallner, Claudia (2020) Preventing and Countering Violent Extremism Through Education Initiatives. RUSI (Royal United Services Institute for Defence and Security Studies) Occasional Paper. June. https://static.rusi.org/pcve_education_final_web_version.pdf
  • White, J. (2021). Interventions Targeting Youth Engagement. London: RUSI, pp.1–68.
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