Counter-radicalization policies and policing in education: making a case for human security in Europe

Abstract

Research on counter-radicalization policies and policing in education in Europe is currently patchy and often focused on the United Kingdom. Scholars have observed that counter-radicalization policing in education is a threat to human freedom, human rights and dignity, and safe learning environments. However, scholars generally have not examined this issue from the viewpoint of human security. This paper examines the policing policy matter from the perspective of the personal security form of human security. The concern is that such a policing policy-related threat is antithetical to the concept of human security promoted by the United Nations (UN) and which the European Union (EU) and some European states had adopted. The study aims to find out how the current educational counter-radicalization initiatives and their effects could be used to argue for human security in Europe. The goal is to see how we can learn from past mistakes and improve future directions. The primary data are sourced from selected national, EU and UN policy documents, and a national media report. This work employs descriptive discourse analysis to analyse its data. The findings reveal that the present educational counterradicalization policies of selected cases are grossly and/or explicitly deficient in the principles and language of human security. This has a negative impact on our understanding of the counter-radicalization policy effects in Europe. The study shows that the counter-radicalization strategy could trigger insecurity and negative securityoriented education for citizenship than we previously acknowledged in the literature. This piece suggests that the adverse consequences and tendencies could have been prevented had the appropriate human security elements been used in formulating and promoting the policy/strategy.

Radicalism: The asymmetric stance of Radicals versus Conventionals

“…However the condition p 0 > 1 2 does not guarantee R spreading, which requires the additional condition m > m c . With n = 1, it yields m > 1−p 0 p 0 as shown in Figure (2). The Figures show also the same landscape with p 0 as a function of m instead of m as a function of p 0 .…”

“…In recent decades, religion has been a major source of radicalism with the global spread of Islamism. The large number of related terrorist attacks has led many governments and public agencies to allocate significant resources to implementing counter-radicalization policies [2,3].…”

Impact of Communication and Information Technology on Finance and Human Capital in Government Systems

“…Moreover, Camargo and Stein (2022) add that government spending on education and health increases access to credit, reducing poverty and economic growth. Another research from Adebayo (2021) found that state policies have an impact on the educational atmosphere and educational performance in human development. McNeal, Schmeida, and Hale (2007) argue that government policy as a whole is a determinant of the success of economic development.…”

“…The function of the government is to control activities that occur in the community, including financial activities and human capital development (Ma & Ma, 2011). State policies have an impact on the educational atmosphere and educational performance in human development (Adebayo, 2021). The government acts as a domestic financial controller with a controlling policy (Isabel-Maria, Prado-Lorenzo, & Cuadrado-Ballesteros, 2011).…”

Pengaruh Model Pembelajaran Remap Numbered Head Together (Nht) Terhadap Keterampilan Scientific Explanation

“…Hal demikian didukung oleh peneltitan terdahulu yang dilakukan oleh Laborda (2019) bahwa dalam proses melatih scientific explanantion hal utama yang harus dilatihkan kepada peserta didik adalah kemampuan untuk mampu menenmukan setiap istilah penting sebagai bnetuk penguatan untuk menentukan definisis dalam setiap istilah yang telah mereka temukan (Aldahmash & Omar, 2021;Puzachenko et al, 2021). Lebih lanjut dikatakan bahawa penguatan kognitif peserta didik pada materi pembelajaran Sains (IPA) Ketika mereka mampu mendefinisikan setiap istilah sains yang mereka temukan (Adebayo, 2021;Danovitch et al, 2021) Penguatan materi yang dilakukan oleh peserta didik setelah membca materi pembelajaran akan membuat peserta didik mudah dalam memahami setiap konsep dasar. Selanjutnya memalui sintaks ke dua yakni peta konsep (concept map).…”