@article{ref1,
title="Rethinking education to counter violent extremism: a critical review of policy and practice",
journal="Ethics and education",
year="2022",
author="Sajjad, Fatima Waqi",
volume="17",
number="1",
pages="59-76",
abstract="This paper explores the alarming phenomenon of violent extremism in university campuses. It probes &quot;why education fails to prevent violent extremism in this case?&quot; Drawing on Robert Cox's distinction of &quot;problem solving&quot; and &quot;critical theories,&quot; the paper examines policy discourses that aim to prevent violent extremism through education. It is observed that dominant policy discourses take up problem solving approaches to prevent/counter violent extremism and fail to take into account the broader structural violence that feeds extremist ideologies. The counter violent extremism policies largely view education as a means to control thinking rather than develop it. Such policies hinder the development of critical consciousness in students that can provide effective defence against extremism. Hence, there is a need to rethink education to counter extremism. Subsequently, the paper shifts its focus to Pakistan, where education has remained a central concern of counter extremism policies since 9/11. Based on 13 expert interviews, I explore higher education practices in Pakistan from practitioners' perspective. The practitioners point out multiple problems of educational status quo that need to be addressed to counter extremism on campus effectively.<p /> <p>Language: en</p>",
language="en",
issn="1744-9642",
doi="10.1080/17449642.2021.2023998",
url="http://dx.doi.org/10.1080/17449642.2021.2023998"
}