How and Why Education Counters Ideological Extremism in Finland

Abstract

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’.

Leading school with diverse worldviews: Finnish principals’ perceptions

“…The role of worldviews education in preventing violent extremism was noted in this study, and all principals agreed that religious education should not be left only to religious communities. Schools' role in creating dialogue between worldviews and increasing tolerance towards other worldviews was highlighted, which is in line with the previous research (Niemi et al 2018b). Since worldviews is a specific topic in Finnish basic education, it is natural that worldviews actualisations should be discussed in these classes.…”

“…Hence the notion that Finnish society is an example of 'secular Christianity' (Poulter et al 2017, 57) was supported by this study and explains the principals' ideas of the general view in society. The Finnish National Core Curriculum, has been shown to represent powerful national hegemonies (Niemi et al 2018b), and this can be seen as problematic if principals follow the curriculum without being aware of its potential limitations and biases.…”

“…The National Core Curriculum for Basic Education (NCCBE) defines all kinds of diversity (including diverse worldviews) as a value, a resource and a richness (NCCBE 2014). However, it is also noted that in practice powerful national hegemonies, including Lutheran values and a non-changing idea of Finnishness, has had an effect on the kinds of diversity that are tolerated and fostered in schools in practice (Niemi et al 2018b).…”

“…According to a recent study of the Ministry of the Interior, religions are one of the targets and enablers of hate speech, and schools have a crucial role in ecouraging pupils to be tolerant, respectful and caring, and to transmit values such as equality, justice, and diversity (Ministry of the Interior 2019a, 2019b). In addition, the National Action Plan for the Prevention of Violent Radicalisation and Extremism (Ministry of Interior 2016), emphasises the active role of schools in 'the fostering of inclusion and well-being of all individuals within the school community' (Niemi et al 2018b, see also Benjamin, Koirikivi, and Kuusisto 2020). Principals are fundamental in creating an equal and safe teaching and learning environment for everyone (Dinham 2016), and the role that they and other educators play in preventing violent ideologies is highlighted.…”

Grassroots community actors leading the way in the prevention of youth violent radicalization

“…In addition, the suspects were predominantly males, being almost half of them younger than 30 years old, which indicates their young profile [1]. As extremism and violent radicalization have continued to occur worldwide and have spread within Western countries due to ethnic, religious or political factors [2], there is a concern not only at the national and regional level but also at the family level, and other social actors such as schools and public authorities who have witnessed this phenomenon have also become increasingly concerned [3][4][5].…”