What Kind of Pedagogy Do We Need to Address Extremism and Terror?

Abstract

One of our primary objectives of this paper is to examine the veracity of the modern usage of 'extremism' in order to broaden the understanding of this phenomenon and relatedly also open up the space in which solution to extremism can be found. Understanding contemporary extremism as a crisis in education, our second objective is to propose a critical counter extremism pedagogy that can make visible vital connections between extremism and the wider interlinked political, economic, social, and cultural processes at the global level.

Engineering and humanitarian intervention: learning from failure

“…A related fallacy of the mainstream development theory is the misguided notion that what works in one situation (usually in the West) will work equally well in all development contexts. In other words, the one-size-fits-all approach often advocated (and implemented) by the donors and multilateral institutions has seen its limitations exposed in a large number of development projects in the Global South (Naseem and Arshad-Ayaz 2016). An example of this can be noticed in the way most development projects are catered towards optimal economic benefit à la Western neo-liberal values and might have little or no positive consequences for the local needs of the developing societies.…”