The role of schools in preventing violent extremism

From policing to pedagogy

Datos Bibliográficos

ID12876296
AutoresCheryl Lynn Duckworth (0000-0002-9322-3005, Nova Southeastern University, autor de correspondencia)
Año2024
Volumen21
Número3
Páginas382-401
Fecha de publicación2024-02-15
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Peace Education (JOURNAL)
Identificadores de la revistaISSN: 1740-0201 • E-ISSN: 1740-021X
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17400201.2024.2314307
OpenAlexW4391843888
IdiomaEN
Citas recibidas3
Referencias citadas34

This study contributes to the literature via a qualitative meta-analysis that illuminates the role of schools in preventing and countering violent extremism and hate crimes globally. By examining and analyzing recent studies at the intersection of peace education and countering or preventing violent extremism (CVE/PVE), the present study develops themes that provide essential lessons for teachers and other educational leaders looking to prevent and reduce violence, as well as build more peaceful school cultures. These themes include the role of power dynamics in the classroom and beyond, the importance of fostering social and community connections, and fostering in students certain relevant cognitive and affective skills

Criminology · Pedagogy · Political science · Sociology · Terrorism · Violent extremism · Education Discipline and Inequality · Law · Peace and Human Rights Education · Psychology · Social Psychology · Terrorism, Counterterrorism, and Political Violence