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Youth, Education, and Islamic Radicalism offers groundbreaking analysis of religious intolerance and radicalization among high school and university students in modern-day Indonesia. Indonesia is one of the most diverse countries in the world in terms of religion, ethnicity, and socioeconomic status, but also in the complexity of its education system. Youth, Education, and Islamic Radicalism examines the roots of religious intolerance among young Indonesians and explores the various ways in which educated youth navigate radical ideologies amid growing religious conservatism. The book presents nuanced explanations as to why one person becomes radicalized while another does not, calling into question the common assumption that religious radicalism is directly connected to terrorism. It problematizes the notion that the university is a significant hub, trigger, or birthplace of radicalization by asking: What makes education attractive for extremist recruitment? What shapes students’ views? Under what circumstances do radicalization and deradicalization processes of educated youth take place? Youth, Education, and Islamic Radicalism identifies a constellation of factors that shape young people’s views of religious diversity in Indonesia, demonstrating the ways in which they become radicalized in the first place, and how, in some cases, they deradicalize themselves.
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.
Maajid Nawaz spent his teenage years listening to American hip-hop and learning about the radical Islamist movement spreading throughout Europe and Asia in the 1980s and 90s. At 16, he was already a ranking member in Hizb ut-Tahrir, a London-based Islamist group. He quickly rose through the ranks to become a top recruiter, a charismatic spokesman for the cause of uniting Islam’s political power across the world. Nawaz was setting up satellite groups in Pakistan, Denmark, and Egypt when he was rounded up in the aftermath of 9/11 along with many other radical Muslims. He was sent to an Egyptian prison where he was, fortuitously, jailed along with the assassins of Egyptian President Anwar Sadat. The 20 years in prison had changed the assassins’ views on Islam and violence; Maajid went into prison preaching to them about the Islamist cause, but the lessons ended up going the other way. He came out of prison four years later completely changed, convinced that his entire belief system had been wrong, and determined to do something about it. He met with activists and heads of state, built a network, and started a foundation, Quilliam, funded by the British government, to combat the rising Islamist tide in Europe and elsewhere, using his intimate knowledge of recruitment tactics in order to reverse extremism and persuade Muslims that the ‘narrative’ used to recruit them (that the West is evil and the cause of all of Muslim suffering), is false. Radical, first published in the UK, is a fascinating and important look into one man's journey out of extremism and into something else entirely. This U.S. edition contains a "Preface for US readers" and a new, updated epilogue.
In the face of Islam's own internal struggles, it is not easy to see who we should support and how. This report provides detailed descriptions of subgroups, their stands on various issues, and what those stands may mean for the West. Since the outcomes can matter greatly to international community, that community might wish to influence them by providing support to appropriate actors. The author recommends a mixed approach of providing specific types of support to those who can influence the outcomes in desirable ways.
This edited collection brings together international leading scholars to explore why the education of Muslim students is globally associated with radicalisation, extremism and securitisation. The chapters address a wide range of topics, including neoliberal education policy and globalization; faith-based communities and Islamophobia; social mobility and inequality; securitisation and counter terrorism; and shifting youth representations. Educational sectors from a wide range of national settings are discussed, including the US, China, Turkey, Canada, Germany and the UK; this international focus enables comparative insights into emerging identities and subjectivities among young Muslim men and women across different educational institutions, and introduces the reader to the global diversity of a new generation of Muslim students who are creatively engaging with a rapidly changing twenty-first century education system. The book will appeal to those with an interest in race/ethnicity, Islamophobia, faith and multiculturalism, identity, and broader questions of education and social and global change.
Since the terrorist attacks of September 11, 2001, and the subsequent “war on terror,” growing up Muslim in the U.S. has become a far more challenging task for young people. They must contend with popular cultural representations of Muslim-men-as-terrorists and Muslim-women-as-oppressed, the suspicious gaze of peers, teachers, and strangers, and police, and the fierce embodiment of fears in their homes. With great attention to quantitative and qualitative detail, the authors provide heartbreaking and funny stories of discrimination and resistance, delivering hard to ignore statistical evidence of moral exclusion for young people whose lives have been situated on the intimate fault lines of global conflict, and who carry international crises in their backpacks and in their souls. The volume offers a critical conceptual framework to aid in understanding Muslim American identity formation processes, a framework which can also be applied to other groups of marginalized and immigrant youth. In addition, through their innovative data analytic methods that creatively mix youth drawings, intensive individual interviews, focused group discussions, and culturally sensitive survey items, the authors provide an antidote to “qualitative vs. quantitative” arguments that have unnecessarily captured much time and energy in psychology and other behavioral sciences. Muslim American Youth provides a much-needed road map for those seeking to understand how Muslim youth and other groups of immigrant youth negotiate their identities as Americans.
This book examines how African states can build the institutional capacity to better prevent, manage and cope with the new security challenges posed by violent religious extremism. Despite the evidence that violent religious extremism is exacerbated by underlying social, political, economic and governance factors, many states have focused their efforts only on reactive and coercive response strategies, overlooking more long-term measures. This comparative study of Nigeria and Kenya reflects on why insurgency in Kenya has not escalated to full blown terrorism as it has with Boko Haram in Nigeria, in spite of the similarities in relatively weak institutions of governance and colonial legacies across the two countries. The book interrogates the policy and institutional responses that have been put in place in both countries to address security challenges, and the extent of their efficacy in light of the intricate networks of politics, governance, corruption, poverty and violence and the relative fragility of state institutions. The authors highlight the areas of convergence and divergence in institutional capacities and recommend policies to enhance the capacity of institutions to manage violent religious extremism. This book will be of interest to scholars of African politics, Security, Peace studies and Terrorism.
Nigeria presents an enthralling case study for understanding developing architypes in interreligious encounters in Africa. The global community needs a cultural understanding and sensitivity for productive engagement with the Arab and non-Arab Muslim world. The Nigeria religious exigencies provide a requisite intelligence into the challenges facing a global community seeking to foster peace. Without a domain of tolerance, love, equity and justice, Nigeria will continually be immured by pessimism, parochialism, cynicism and mutual suspicion. Despite being the largest economy in Africa and the most populous Black country, Nigeria demonstrates incessantly an uncommon fault-line between Christianity and Islam. The significance of this goes beyond the borders of Nigeria but has become a global showcase anywhere the two religions exist contemporaneously. Nigeria is the nexus between west and central Africa. Rooted in the dusty Sahel of the north, the savannah plains, the rich rainforests of the Atlantic coast, the rocky hills of the West, and the oil-filled swamps of the Delta. Nigeria is the beauty, sound, vision, passion and the soul of the African continent. In Nigeria, the Nigeria Pentecostal-Charismatic Movement possesses a distinctive flair that demands a holistic understanding of the movement’s historical, cultural, fundamental and religious dimensions in a multifarious religious landscape. The disquisition of the movement’s political cognizance, identity, power, authority, theology, popular culture, ethics and missiological impact in northern Nigeria presents a fine embroidery of their trials, frustrations and challenges, but inveterate in faith, hope and love that opens up innovative panoramas of peaceful dialogical prospects and coexistence between Christians and Muslims in northern Nigeria. In Nigeria - Politics, Religion, Pentecostal-Charismatic Power and Challenges, Akintayo Emmanuel reconnoiters the complex missiological hindrances challenging the Nigerian Pentecostal-Charismatic Movement. Their contextual missional landslide disheveled with complicated paradoxes in the way the Christian majority have responded to Muslims in northern Nigeria is anatomized. The Nigerian Pentecostal-Charismatic Movement’s puissance to solve some of Nigeria political, ideological, cultural and spiritual dimensions of crisis and sectarian violence is achievable if the movement can mitigate her missiological hindrances. The responses of Nigerian Pentecostal-Charismatic Movement to Nigeria’s socio-political and ethno-religious complexities can construct a great future for the soul of Nigeria. They do not only have the capacity to provide the Christian alternatives to Nigeria’s peculiarities, they can also stimulate Nigeria’s deification among other nations by continuing to disentangle from unscrupulousness and atrociousness embedded within—a reproach and opprobrium to any people.
Over the past forty years, media education research has emerged as a historical, epistemological and practical field of study. Shifts in the field—along with radical transformations in media technologies, aesthetic forms, ownership models, and audience participation practices—have driven the application of new concepts and theories across a range of both school and non-school settings. The Handbook on Media Education Research is a unique exploration of the complex set of practices, theories, and tools of media research. Featuring contributions from a diverse range of internationally recognized experts and practitioners, this timely volume discusses recent developments in the field in the context of related scholarship, public policy, formal and non-formal teaching and learning, and DIY and community practice. Offering a truly global perspective, the Handbook focuses on empirical work from Media and Information Literacy (MIL) practitioners from around the world. The book’s five parts explore global youth cultures and the media, trans-media learning, media literacy and scientific controversies, varying national approaches to media research, media education policies, and much more. A ground breaking resource on the concepts and theories of media research, this important book: Provides a diversity of views and experiences relevant to media literacy education research Features contributions from experts from a wide-range of countries including South Africa, Finland, India, Italy, Brazil, and many more Examines the history and future of media education in various international contexts Discusses the development and current state of media literacy education institutions and policies Addresses important contemporary issues such as social media use; datafication; digital privacy, rights, and divides; and global cultural practices. The Handbook of Media Education Research is an invaluable guide for researchers in the field, undergraduate and graduate students in media studies, policy makers, and MIL practitioners.