Worldviews education: cosmopolitan peacebuilding and preventing violent extremism

Halafoff, Anna; Lam, Kim; Bouma, Gary D.

doi:10.1080/13617672.2019.1600113

Cited by 24 publications

(17 citation statements)

References 23 publications

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“…Namun Jack Barentsen percaya bahwa prejudice reduction dapat diupayakan oleh agama (Barentsen, 2018). Agama termasuk worldview, sedangkan memberikan informasi tentang keragaman worldview merupakan cara yang tepat untuk mereduksi prasangka dan membangun toleransi untuk membina perdamaian (Halafoff, Lam, & Bouma, 2019).…”

Section: Prejudice Reduction Dalam Konteks Peacebuildingunclassified

Prejudice Reduction Dalam Ajaran Agama-Agama

Wiranto

2021

J-SAM

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Religion was regarded as a source of prejudice against others who are different, even a source of hatred. In fact, as complex teachings, religions had opposite role, reducing prejudice. This study attempted to find religious values that can be useful for prejudice reduction. With a qualitative method, religious values reducing prejudice were explored from five religions, namely Hinduism, Buddhism, Catholicism, Christianity and Islam. Data were collected through studying religious texts, both from the main sources and the works of religious leaders. The finding found that all religions had fundamental values that could reduce prejudice. These values generally were in the form of respect for diversity, prohibition of acting unfairly, and prohibiting acts of violence. This finding was expected to refute the assumption that religion was a source of prejudice, hatred and horizontal conflict.

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Section: Prejudice Reduction Dalam Konteks Peacebuildingunclassified

Prejudice Reduction Dalam Ajaran Agama-Agama

Wiranto

2021

J-SAM

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“…However, before we explore this further, we want to acknowledge that other disciplines have a potential role also in considering the informational aspects of EPVE programs. To illustrate from psychological and religious studies, researchers identify “integrative complexity” (Liht & Savage, 2013) and religious and cultural literacy (Halafoff, Lam, & Bouma, 2019; Miller, 2013) as components of EPVE programs. Education researchers, Jerome et al (2019, p. 281) found “unintended negative side‐effects” [of EPVE programs] but also that school teachers could enact policies that could mitigate them.…”

Section: Why Information Science?mentioning

confidence: 99%

Using information science to enhance educational preventing violent extremism programs

Wong

Walton

Bailey

2020

Asso for Info Science & Tech

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Educational preventing violent extremism (EPVE) programs have had (to date) little if any theoretical underpinning. Given their proliferation in jurisdictions such as Canada, Australia, the United Kingdom, and other European countries, such an absence is notable but not unexpected given the political sensitivities attached to them. These programs remain an emerging policy area which is still "finding its feet," around which their legitimacy and efficacy is keenly debated. This paper argues for adopting theoretical principles drawn from information science research based upon information behavior models to provide a framework for the design and development of such programs and against which their efficacy can be tested. We demonstrate how this approach can be applied through thematic analysis of the theory of change models of EPVE programs implemented in England and Wales, designed to increase awareness and understanding of radicalization among young people, their carers, and professionals. This article is ground breaking and of international significance, being the first to apply learning from information science to practice in furthering policy goals around countering radicalization and extremism in the United Kingdom and other jurisdictions.

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“…Education has a critical place to counter and prevent violent extremism (C/PVE) and foster cultures of peace (Halafoff et al 2019). Religious groups including the Catholic Church have given attention to the role of dialogue and religious education in addressing religious extremism (Lovat 2019).…”

Section: Introductionmentioning

confidence: 99%

Finding common ground: grassroots dialogue principles for interreligious learning at university

Cronshaw

2021

j. relig. educ.

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Finding Common Ground (FCG) is an interreligious dialogue program hosted in the Multi Faith Facility of Swinburne University of Technology. This article evaluates the interreligious learning elements as one aspect of the program's social inclusion and intercultural literacy objectives. The grassroots dialogue principles that FCG follows are ground rules of respect, story-sharing of religious experience, compassionate listening, valuing difference with curious questions, and identifying sources of strengths and courage. The experience of Swinburne FCG participants illustrates how these dialogue principles can best facilitate interreligious learning.

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Worldviews education: cosmopolitan peacebuilding and preventing violent extremism

Abstract: Her research interests include youth religiosity, Buddhism in the West, contemporary youth participation, minority youth disadvantage, and post-identitarian subjectivities.

Cited by 24 publications

References 23 publications

Prejudice Reduction Dalam Ajaran Agama-Agama

Prejudice Reduction Dalam Ajaran Agama-Agama

Using information science to enhance educational preventing violent extremism programs

Finding common ground: grassroots dialogue principles for interreligious learning at university

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