How and Why Education Counters Ideological Extremism in Finland

The intensification of radical and extremist thinking has become an international cause of concern and the fear related to terrorism has increased worldwide. Early 21st century public discourses have been correspondingly marked by hate speech and ideological propaganda spread from a variety of persp...

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Bibliographic Details
Published in:Religions (Basel, Switzerland ) Switzerland ), 2018-12, Vol.9 (12), p.420
Main Authors: Niemi, Pia-Maria, Benjamin, Saija, Kuusisto, Arniika, Gearon, Liam
Format: Article
Language:English
Subjects:
barn- och ungdomsvetenskap med inriktning mot utbildningsvetenskap
Child and Youth Studies with Focus on Educational Science
Core curriculum
Education
Extremism
Hegemony
Ideology
nationalism
Objectives
political violence
Prevention
Public schools
Religion
security
Terrorism
Values
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Summary:The intensification of radical and extremist thinking has become an international cause of concern and the fear related to terrorism has increased worldwide. Early 21st century public discourses have been correspondingly marked by hate speech and ideological propaganda spread from a variety of perspectives through the intensified presence of global social media networks. In many countries, governments have reacted to these perceived and actual threats by drafting policies and preventive programs and legal-security interventions to tackle radicalization, terrorism itself, as well as ideological extremism. Many of the current strategies point to the critical role of societal education. As a result, educational institutions have gained growing importance as platforms for different kinds of prevention protocols or counter-terrorism strategies. However, notably less attention has been paid on the consistencies of values between the aims of the educational strategies for preventing or countering ideological extremism and the core functions of education in fostering individual and societal well-being and growth. Using Finnish education as a case, this paper discusses the challenges and possibilities related to educational institutions as spaces for preventing violent extremism, with special regard to the religious and nationalistic ideologies that divert from those inherent in the national hegemony. This study highlights the need to plan counter-terrorism strategies in line with national educational policies through what we conceptualize as ‘institutional habitus’.
ISSN:2077-1444
2077-1444
DOI:10.3390/rel9120420