{"id":248,"date":"2024-04-04T06:43:39","date_gmt":"2024-04-04T03:43:39","guid":{"rendered":"https:\/\/sisu.ut.ee\/sensiclass\/references-12\/"},"modified":"2024-06-21T10:39:10","modified_gmt":"2024-06-21T07:39:10","slug":"references-12","status":"publish","type":"page","link":"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/how-i-teacher-can-prevent-extremism-classroom\/references-12\/","title":{"rendered":"References"},"content":{"rendered":"<nav style=\"font-style:normal;font-weight:400;\" class=\"has-background has-light-background-color has-regular-font-size is-responsive items-justified-left mb-1 mt-1 wp-block-navigation is-horizontal is-content-justification-left is-layout-flex wp-container-core-navigation-is-layout-c39e78a4 wp-block-navigation-is-layout-flex\" aria-label=\"How I, a teacher, can prevent extremism in a classroom?\" data-wp-interactive=\"core\/navigation\" 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has-light-background-color has-regular-font-size is-responsive items-justified-left mb-1 mt-1 wp-block-navigation has-regular-font-size\"><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/how-i-teacher-can-prevent-extremism-classroom\/\"><span class=\"wp-block-navigation-item__label\">How I, a teacher, can prevent extremism in a classroom?<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/how-i-teacher-can-prevent-extremism-classroom\/introductory-lectures-videos-0\/\"><span class=\"wp-block-navigation-item__label\">Introductory lectures (videos)<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/how-i-teacher-can-prevent-extremism-classroom\/ethican-approach\/\"><span class=\"wp-block-navigation-item__label\">Ethical approach<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/how-i-teacher-can-prevent-extremism-classroom\/theoretical-presentation-topic-0\/\"><span class=\"wp-block-navigation-item__label\">Theoretical presentation of the topic<\/span><\/a><\/li><li data-wp-context='{ \"submenuOpenedBy\": { \"click\": false, \"hover\": false, \"focus\": false }, \"type\": \"submenu\", \"modal\": null, \"previousFocus\": null }' data-wp-interactive=\"core\/navigation\" data-wp-on--focusout=\"actions.handleMenuFocusout\" data-wp-on--keydown=\"actions.handleMenuKeydown\" data-wp-watch=\"callbacks.initMenu\" tabindex=\"-1\" class=\"wp-block-navigation-item has-regular-font-size has-child open-on-click wp-block-navigation-submenu\"><button data-wp-bind--aria-expanded=\"state.isMenuOpen\" data-wp-on--click=\"actions.toggleMenuOnClick\" aria-label=\"Exercises submenu\" class=\"wp-block-navigation-item__content wp-block-navigation-submenu__toggle\"><span class=\"wp-block-navigation-item__label\">Exercises<\/span><\/button><span class=\"wp-block-navigation__submenu-icon\"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"12\" height=\"12\" viewbox=\"0 0 12 12\" fill=\"none\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M1.50002 4L6.00002 8L10.5 4\" stroke-width=\"1.5\"><\/path><\/svg><\/span><ul data-wp-on--focus=\"actions.openMenuOnFocus\" class=\"wp-block-navigation__submenu-container wp-block-navigation-submenu\"><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/how-i-teacher-can-prevent-extremism-classroom\/exercises-12\/exercise-1-analysing-language-statements\/\"><span class=\"wp-block-navigation-item__label\">Exercise 1: Analysing the language of statements<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/how-i-teacher-can-prevent-extremism-classroom\/exercises-12\/exercise-2-hitler-built-strong-roads\/\"><span class=\"wp-block-navigation-item__label\">Exercise 2: \u201c\u2026but Hitler built strong roads!\u201d<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/how-i-teacher-can-prevent-extremism-classroom\/exercises-12\/exercise-3-creating-populist-party\/\"><span class=\"wp-block-navigation-item__label\">Exercise 3: Creating a Populist Party<\/span><\/a><\/li><\/ul><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/how-i-teacher-can-prevent-extremism-classroom\/references-12\/\"><span class=\"wp-block-navigation-item__label\">References<\/span><\/a><\/li><\/ul>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div><\/nav>\n\n<ul>\n<li>\n\t\tAckerman, 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\n\t<\/li>\n<li>\n\t\tBenjamin, S., Gearon, L., Kuusisto, A. &amp; Koirikivi, P. (2021). Threshold of adversity: Resilience and the prevention of extremism through education. Nordic Studies in Education, 41(3), 201\u2013218.\n\t<\/li>\n<li>\n\t\tBonnell, 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, <a href=\"https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/182675\/DFE-RR119.pdf\">https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/182675\/DFE-RR119.pdf<\/a>\n\t<\/li>\n<li>\n\t\tBouhana, Naomie (2019). The Moral Ecology of Extremism, 2019. <a href=\"https:\/\/discovery.ucl.ac.uk\/id\/eprint\/10079100\/7\/Bouhana_The%20Moral%20Ecology%20of%20Extremism.%20A%20Systemic%20Perspective_report_VoR.pdf\">Microsoft Word \u2013 Bouhana \u2013 The moral ecology of extremism \u2013 FOR PUBLICATION.docx (ucl.ac.uk)<\/a>\n\t<\/li>\n<li>\n\t\tChalmers, Ian (2017). Countering Violent Extremism in Indonesia: Bringing Back the Jihadists. Asian Studies Review. 41:3, 331-351, DOI: 10.1080\/10357823.2017.1323848\n\t<\/li>\n<li>\n\t\tDavies, Lynn (2008) Gender, education, extremism and security, Compare, 38:5, 611-625, DOI: 10.1080\/03057920802351432\n\t<\/li>\n<li>\n\t\tDavies, Lynn (2009) \u201eEducating Against Extremism: Towards a Critical Politicisation of Young People\u201d, International Review of Education, 55, 2-3, 183-203.\n\t<\/li>\n<li>\n\t\tDavies, Lynn (2014) Interrupting Extremism by Creating Educative Turbulence, Curriculum Inquiry, 44:4, 450-468, DOI: 10.1111\/curi.12061\n\t<\/li>\n<li>\n\t\tDavies, Lynn (2016) \u201eCan education prevent violent extremism?,\u201c UNESCO, 14\/09\/2016, <a href=\"https:\/\/en.unesco.org\/news\/lynn-davies-can-education-prevent-violent-extremism\">https:\/\/en.unesco.org\/news\/lynn-davies-can-education-prevent-violent-extremism<\/a>\n\t<\/li>\n<li>\n\t\tDavies, Lynn (2021) \u201eInterrupting Hate Before It Starts\u201c 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.\n\t<\/li>\n<li>\n\t\tJailobaeva, Kanykey, et al., (2020) \u2018Research on the Role of Educational Institutions in Building Resilience of Adolescents to Radicalisation and Violent Extremism in the Kyrgyz Republic\u2019, Hedayah and EU. <a href=\"https:\/\/hedayah.com\/resources\/research-educational-institutions-building-resilience-kyrgyzstan\/\">https:\/\/hedayah.com\/resources\/research-educational-institutions-building-resilience-kyrgyzstan\/<\/a>\n\t<\/li>\n<li>\n\t\tJerome, Lee &amp; Alex Elwick (2020) Teaching about terrorism, extremism and radicalisation: some implications for controversial issues pedagogy, Oxford Review of Education, 46:2, 222-237\n\t<\/li>\n<li>\n\t\tKoirikivi, Pia; Saija Benjamin, Lauri Hietaj\u00e4rvi, Arniika Kuusisto &amp; 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.\n\t<\/li>\n<li>\n\t\tMaiberg, Heidi; Kilp, Alar (2022). In between the need and the uncertainty: Estonian teachers\u2019 ambiguities, experiences and reflections in tackling extremism in the classroom. Society Register, 6 (1), 107\u2212128. DOI: 10.14746\/sr.2022.6.1.06.\n\t<\/li>\n<li>\n\t\tMalkki, Leena (2020) \u201cRadicalisation \u2013 Myths and Reseaerch Findings\u201d, in: Building Resilience \u2013 in Support of Democracy Education. Finnish National Agency of Education, 14-18.\n\t<\/li>\n<li>\n\t\tMattsson, C., &amp; Johansson, T. (2018). Becoming, Belonging and Leaving \u2013 Exit Processes among Young neo-Nazis in Sweden. Journal for Deradicalization, (16), 33\u201369.\n\t<\/li>\n<li>\n\t\tMattsson, C., &amp; Johansson, T. (2019). Leaving Hate Behind \u2013 Neo-Nazis, Significant Others and Disengagement. Journal for Deraricalization, (18).\n\t<\/li>\n<li>\n\t\tMoffitt, Benjamin; Tormey, Simon. (2014). Rethinking Populism: Politics, Mediatisation and Political Style. \u2013 Political Studies, 62 (2), 381\u2013397.\n\t<\/li>\n<li>\n\t\tNemr, Christina; Sara Savage, (2019) \u201cIntegrative Complexity Interventions to prevent and Counter Violent Extremism\u201d, Global Center on Cooperative Security. Policy Brief, February. <a href=\"https:\/\/www.globalcenter.org\/wp-content\/uploads\/2019\/02\/GCCS-PB-IC-Interventions-Prevent-Counter-Violent-Extremism-2019.pdf\">https:\/\/www.globalcenter.org\/wp-content\/uploads\/2019\/02\/GCCS-PB-IC-Interventions-Prevent-Counter-Violent-Extremism-2019.pdf<\/a>\n\t<\/li>\n<li>\n\t\tSheikh, Sanah; Shama Sarwar and Chris Reed (2010). \u2018Teaching Methods That Help to Build Resilience to Extremism: Rapid Evidence Assessment\u2019, Research Report DFE-RR120, UK Department for Education, 2010. <a href=\"https:\/\/dera.ioe.ac.uk\/3597\/1\/3597_DFE-RR120.pdf\">https:\/\/dera.ioe.ac.uk\/3597\/1\/3597_DFE-RR120.pdf<\/a>\n\t<\/li>\n<li>\n\t\tStarvrakakis, Yannis. (2014). The return of \u201ethe people\u201d: Populism and anti-populism in the shadow of the European crisis. \u2013 Constellations, 21 (4), 505\u2013517.\n\t<\/li>\n<li>\n\t\tSukarieh, M. and Tannock, S. (2015). The deradicalisation of education: terror, youth and the assault on learning. Race &amp; Class, 57(4), pp.22\u201338. doi:10.1177\/0306396815621236.\n\t<\/li>\n<li>\n\t\tTaggart, Paul. (2002). Populism and the pathology of representative politics. \u2013 Y. M\u00e9ny, Y. Surel (eds). Democracies and the populist challenge, 62\u201380, New York: Palgrave Macmillan.\n\t<\/li>\n<li>\n\t\tVallinkoski, Katja, Pia-Maria Koirikivi, &amp; Leena Malkki (2021) \u201cWhat is this ISIS all about?\u2019Addressing violent extremism with students: Finnish educators\u2019 perspectives.\u201d European Educational Research Journal. DOI:14749041211010074\n\t<\/li>\n<li>\n\t\tVergani, Matteo; Muhammad Iqbal, Ekin Ilbahar &amp; Greg Barton (2020) \u201cThe Three Ps of Radicalization: Push, Pull and Personal. A Systematic Scoping Review of the Scientific Evidence about Radicalization Into Violent Extremism\u201d, Studies in Conflict &amp; Terrorism, 43:10, 854-854, DOI: 10.1080\/1057610X.2018.1505686\n\t<\/li>\n<li>\n\t\tWallner, Claudia (2020) Preventing and Countering Violent Extremism Through Education Initiatives. RUSI (Royal United Services Institute for Defence and Security Studies) Occasional Paper. June. <a href=\"https:\/\/static.rusi.org\/pcve_education_final_web_version.pdf\">https:\/\/static.rusi.org\/pcve_education_final_web_version.pdf<\/a>\n\t<\/li>\n<li>\n\t\tWhite, J. (2021). Interventions Targeting Youth Engagement. London: RUSI, pp.1\u201368.\n\t<\/li>\n<\/ul>","protected":false},"excerpt":{"rendered":"<p>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. &amp; Koirikivi, P. (2021). Threshold of adversity: Resilience and the prevention of extremism through &#8230;<\/p>\n","protected":false},"author":240,"featured_media":0,"parent":246,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"class_list":["post-248","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/248","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/users\/240"}],"replies":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/comments?post=248"}],"version-history":[{"count":4,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/248\/revisions"}],"predecessor-version":[{"id":2415,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/248\/revisions\/2415"}],"up":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/246"}],"wp:attachment":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/media?parent=248"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}