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Creating “Invited” Spaces for Counter-Radicalization and Counter-Extremism Education 总被引：1，自引：1，他引：0
In this article we present an articulation of how “invited spaces” can foster inclusive and authentic participation and public discourse on issues related to extremism and radicalization. Conversations on these issues that are of crucial importance to the general public are usually held in closed spaces or in spaces that are set up by those in power. Subsequently, we present an account of Symposia on Teaching About Extremism, Terror, and Trauma (TETT), as a transformative invited space in which conversations around extremism, terrorism, radicalization, and counter-radicalization took place with an aim for interchange of ideas between various stakeholders (public, policy makers, researchers, community-based organization [CBOs], nongovernmental organizations [NGOs], and students). We briefly report some of the salient conversations and the questions that come out of these conversations at TETT 2016. Finally, we make an attempt to answer one of these questions: What kind of pedagogy is needed to counter extremism and radicalization? 相似文献
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Adeela ahmed Shafi Jenny Hatley Richard Millican Sian Templeton 《Assessment & Evaluation in Higher Education》2018,43(3):415-427
This research focuses on the everyday challenge in academic learning of assessment, and argues that academic buoyancy is a key factor in academic success. To scaffold students’ learning and effectively support academic buoyancy, there is arguably a need for a better understanding of: (i) what students find most and least useful in their assessment feedback; (ii) how students use feedback to approach future assessments; and (iii) how students respond to feedback in terms of what they think, feel and do. Key findings from survey responses of 91 undergraduate students were that students use their feedback more than anticipated and look for specific information to help their future performance. In addition, five indicators of academically buoyant behaviour were identified: an internal locus of control, understanding the grade, being forward looking, being improvement focused and being action orientated. These indicators suggested a distinction between students who were academically buoyant because they were constructive in their response to feedback, and those who appeared less so because they were not action orientated, but more focused on their emotional response. These findings have implications for the provision of assessment feedback in higher education and offer insight into opportunities for the development of academic buoyancy. 相似文献
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Adeela Ahmed Shafi 《Journal of Education for Students Placed at Risk》2013,18(4):323-345
AbstractThis study explored the nature of disengagement in young people serving custodial sentences. This was in order to gain new theoretical insights into strategies for their reengagement with education. This is because 90% of young offenders who drop out of school prior to incarceration are reportedly disengaged (dropout being an indicator of disengagement). This paper reports on a qualitative ethnographic case study in one secure children’s home in England. Semi-structured interviews with 16 incarcerated young people were conducted from which five participated in in-depth case studies along with teachers and care staff. Data were collected as participants engaged with a learning opportunity over a period of time. Extending emerging theory of disengagement, findings showed that disengagement oscillated between both active and passive forms within the same individual and pointed to the need for a range of strategies needed for reengagement. This paper suggests that disengagement is complex where the physical and social context shapes how disengagement manifests. This has pedagogical implications for education in custodial settings and other at-risk children in alternative or mainstream education provision. 相似文献
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