The Muslim problematic: Muslims, state schools and security

Miah, Shamim

doi:10.1080/09620214.2016.1200996

Cited by 16 publications

(13 citation statements)

References 12 publications

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“…However, as Casanova (2009) also points out, the threat of violence is never associated with one's 'own' tradition that in the European context has been Christian. Likewise, Miah (2017) has claimed that this idea and notion of othering is central also in discourses of terrorism where the root causes and actions related to terrorism are being distanced from the European self-understanding and blamed on someone else (see also Malkki and Sallamaa 2018).…”

Section: The Secular-lutheran Hegemony In Finlandmentioning

confidence: 99%

How and Why Education Counters Ideological Extremism in Finland

et al. 2018

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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’.

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Section: The Secular-lutheran Hegemony In Finlandmentioning

confidence: 99%

How and Why Education Counters Ideological Extremism in Finland

et al. 2018

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“…Europe. Especially Islam is often portrayed in these discussions as being non-compatible with European traditions and values (Casanova 2009;Eger and Valdez 2014;Miah 2017).…”

Section: Questions Of Religion Have Become An Increasingly Topical Ismentioning

confidence: 99%

“…The issue of how different religions and worldviews are approached and represented within education have become increasingly prominent issues in many countries in Europe and North America during the last few decades (e.g. Hill 2017;Miah 2017;Moore, 2015; McGoldrick, 2011; Commission of Religious Education 2018). The topic is urgent also in Finland where, likewise to the policies and legislation of many other countries, the right to both practice religion and the right to abstain from religious practices are constitutional rights.…”

Section: Introductionmentioning

confidence: 99%

Including or excluding religion and worldviews in schools? Finnish teachers’ and teacher students’ perceptions

Niemi

Kimanen

Kallioniemi

2019

Journal of Beliefs & Values

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How schools navigate between the demands presented by secularisation and the increasing plurality of religious traditions has become a very topical issue in many European countries, including Finland, in recent decades. The question is both practical and philosophical by nature because the ways in which various beliefs and values are represented in school practices and teaching content profoundly concern the educational mission of the schools. However, despite the topicality of the issue, little attention has been given to teachers' perceptions on whether public schools should, or should not, provide space for various religions and worldviews to become visible within the school life, and how schools should respond in practice to the perceived needs. In order to gain new knowledge on the topic, this study investigated Finnish teachers' and university students' (N=181) perceptions of the representations of religions and worldviews, based on the perspectives of inclusion and exclusion. The statistical analysis revealed three factors titled as 'Religiously responsive approach', 'Secularist approach' and 'Equal visibility approach'. According to the main findings, current and future educators show various degrees of inter-religious sensitivity but principally supported the equal visibility of various traditions, rather than favouring strongly inclusivist or exclusivist practices.

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“…The Trojan Horse Affair erupted in March, 2014 with the publication in The Sunday Times of an article based on an anonymous letter claiming the existence of an Islamist plot to infiltrate Birmingham schools. Whether interpreted as a 'hoax' or as 'truth' (Miah 2017), the outcome drew on Said's Oriental/Occidental binary (Said 1978) to impact on media and public discourse by further constructing Muslims as other and opening an opportunity for the state to feed the 'Muslim problematic' by governing Muslims through counter-terrorist security policies and practices (Miah 2017). In other words, the Government used the Trojan Horse Affair and the ensuing moral panic to justify and consolidate its de-radicalisation agenda.…”

Section: Origins Of British Values Curriculum Policy In Schoolsmentioning

confidence: 99%

The Psy-Security-Curriculum ensemble: British Values curriculum policy in English schools

Winter

Mills

2018

Journal of Education Policy

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Framed as being in response to terrorist attacks and concerns about religious bias in some English schools, 'British Values' (BV) curriculum policy forms part of the British Government's Counter-Terrorism and Security Act, 2015. This includes a Duty on teachers in England to actively promote British Values to deter students from radicalisation. This paper, first, traces the history of Britishness in the curriculum to reveal a prevalence of nationalistic, colonial values. Next, an ensemble of recent policies and speeches focusing on British Values is analysed, using a psycho-political approach informed by anti-colonial scholarship. Finally, we interrogate two key critiques of the British Values curriculum discourse: the universality of British Values globally, and concerns over the securitisation of education. Findings indicate that the constitution of white British supremacist subjectivities operate through curriculum as a defence mechanism against perceived threats to white privilege, by normalising a racialised state-controlled social order. The focus is on 'British' values, but the analytic framework and findings have wider global significance.

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The Muslim problematic: Muslims, state schools and security

Cited by 16 publications

References 12 publications

How and Why Education Counters Ideological Extremism in Finland

How and Why Education Counters Ideological Extremism in Finland

Including or excluding religion and worldviews in schools? Finnish teachers’ and teacher students’ perceptions

The Psy-Security-Curriculum ensemble: British Values curriculum policy in English schools

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