Violent extremism is not new, but we have witnessed its rise to the point that it has become a defining issue of our time. We cannot brush it aside any longer: it characterizes who we are as a people and as a global society. Why is violent extremism rising? What are its drivers and triggers? These questions must be asked and answered first, and Teaching in a World of Violent Extremism takes up the questions and the answers. In an effort to end violent extremism, the next questions that must be pursued are these: How shall we prevent and undo extremism, especially the militant and violent kind? In this world of violent extremism, what curriculum designs, educational programs, and pedagogies shall we employ to develop competent citizens, civic leaders, and pastors, as well as resilient communities?

In the world of terrorism, knowledge is a critical asset. Recent studies have revealed that, among international terrorists, there is a global sharing of ideas, tactics, strategies, and lessons learned. Teaching Terror examines this sharing of information in the terrorist world, shaping our understanding of, and response to, the global threat of terrorism. Chapters cover various aspects of individual and organizational learning, some using a general level of analysis and others presenting case studies of individual terrorist groups. These groups teach each other through a variety of means, including training camps and the Internet. Terrorist networks are also learning organizations, drawing on situational awareness, adapting their behavior, and, to give one example, improving not just their use of improvised explosive devices, but also rendering technology such as unmanned aerial vehicles and satellite phones ineffective. This book provides a wealth of insights on the transfer of knowledge in the world of terrorism, and offers policy implications for counterterrorism professionals, scholars, and policymakers.

This book is the first critical analysis of violent extremism via the lens of pedagogical development that considers the nation as an all-encompassing learning environment. Flores gives a voice to important social issues that are largely being ignored in contemporary society.

Since the beginning of the 20th century, public administration (PA) departments have been established, primarily in the USA and later in other Western countries, and education in the field of public administration has been provided in these departments. As the field of public administration has been changing due to globalization, government reforms, and increasing governance practices within intergovernmental networks, research and teaching in public administration has also had to adapt. Public Affairs Education and Training in the 21st Century highlights the best practices of various countries in public administration and policy education and training to contribute to the development of the public administration and policy education/training field. This book focuses on comparative studies and innovative teaching techniques and how they affect public administration education methods and curriculum. Highlighting topics that include distance learning, public affairs education, ethics, and public policy, this book is essential for teachers, public affairs specialists, trainers, researchers, students, practitioners, policymakers, academicians, public administrators, public officials, and public policy scholars.

First-place winner of the Society for Education Studies' 2005 book prize, Education and Conflict is a critical review of education in an international context. Based on the author's extensive research and experience of education in several areas afflicted by conflict, the book explores the relationship between schooling and social conflict and looks at conflict internal to schools. It posits a direct link between the ethos of a school and the attitudes of future citizens towards 'others'. It also looks at the nature and purpose of peace education and war education, and addresses the role of gender and masculinity. In five lucid, vigorously argued sections, the author brings this thought-provoking and original piece of work to life by: * Setting out the terms of the debate, defining conflict and peace and outlining the relevant aspects of complexity theory for education * Exploring the sources of conflict and their relations to schooling in terms of gender/masculinity, pluralism, nationalism and identity * Focusing on the direct education/war interface * Examining educational responses to conflict * Highlighting conflict resolution within the school itself. This is the first time that so many aspects of conflict and education have been brought together in one sustained argument. With its crucial exposure of the currently culpable role of formal schooling in maintaining conflict, this book will be a powerful and essential read for educational policy makers, managers, teachers and researchers dealing with conflict in their own contexts.

Countering violent extremism consists of various prevention and intervention approaches to increase the resilience of communities and individuals to radicalization toward violent extremism, to provide nonviolent avenues for expressing grievances, and to educate communities about the threat of recruitment and radicalization to violence. To explore the application of health approaches in community-level strategies to countering violent extremism and radicalization, the National Academies of Sciences, Engineering, and Medicine held a public workshop in September 2016. Participants explored the evolving threat of violent extremism and radicalization within communities across America, traditional versus health-centered approaches to countering violent extremism and radicalization, and opportunities for cross-sector and interdisciplinary collaboration and learning among domestic and international stakeholders and organizations. This publication summarizes the presentations and discussions from the workshop.

Extremism is a huge concern across the world right now, fuelled by its links to terrorism and religious fundamentalism. This book explores the relationship of education to extremism and examines how education could counter its more dangerous forms. Formal education does little to prevent people joining extremist groups. Neither does it equip young people to analyze fundamentalism. We have seen attacks by suicide bombers who had their schooling in state systems, including in England. It is clear that more is needed than merely literacy. Global communications technologies mean that the way young people organize for either peace or terrorism lies mostly outside the school. But this does not mean that schools are without power. Lynn Davies proposes a very different educational strategy to the conventional tolerant multiculturalism that pertains in the west. The task--a challenging one--is to politicize young people without cementing uncritical acceptance of single truths. The chapters cover: the nature of extremism and myth-making; identity and belonging; religious belief and faith schools; justice and revenge; free speech; humor and satire; and critical thinking and critical (dis)respect In proposing an education which allows for alternatives and ambiguity, the book argues for the centrality of political education, media education and active citizenship education, as well as critical and comparative religious education, all firmly based on a universal value position around human rights. A strong civil society is one that is not afraid to critique but which has people with the skills and dispositions to engage in this without violence.

The Report examines the education impact of migration and displacement across all population movements: within and across borders, voluntary and forced, for employment and education. It also reviews progress on education in the 2030 Agenda for Sustainable Development. In view of increasing diversity, the report analyses how education can build inclusive societies and help people move beyond tolerance and learn to live together.