Aislinn O'Donnell
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What is an educational response to extreme and radical ideas and why does it matter?
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This chapter focuses on non-violent extremism in counter-terrorism strategy, and looks at the wider implications and unintended consequences of pre-emptive approaches in counter-terrorism policy. It pays particular attention to those policies that aim to address extreme and radical ideas in education. It explains what an educational response, as distinct from a security response, to extreme and radical ideas involves and why it matters, and focuses on three primary issues that have significant implications for educational practice and policy: (1) developments in European law and policy to regulate and address extremism; (2) the privileging of pre-emptive and anticipatory risk logics in an expanding field of counter-terrorist strategy; and (3) the adoption of the language of safeguarding against the risk of radicalisation and extremism. It explains why developing educational responses to extreme and radical ideas is important, how such responses differ from both political and security responses, how to distinguish between the different norms governing educational, political and security spaces, and why the shift to pre-emptive logics in counter-terrorism policies and non-violent extremism is problematic for education. It explains why it is important to engage with a wide range of ideas, values, traditions and dispositions in educational spaces and how counter-terrorist policies risk undermining educational practice. Finally, it offers a description of the norms, practices and values that govern educational spaces and pedagogical practices.

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Encountering extremism

Theoretical issues and local challenges


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