Abstract
ABSTRACT: This study questions whether the perspectives of security and intelligence serve educators well enough in the early stages of radicalisation. Assigned to signal deviant behaviour, educators are unwittingly drawn into a villain-victim imagery of their students. This imagery seems to impede a genuine educational outlook on radicalisation. Key notions of this outlook may be ‘critically addressing ideals’ and ‘forming pedagogical coalitions’.
Original language | English |
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Pages (from-to) | 329-343 |
Number of pages | 15 |
Journal | British Journal of Educational Studies |
Volume | 63 |
Issue number | 3 |
DOIs | |
Publication status | Published - 3 Jul 2015 |
Externally published | Yes |