This reflective contribution tells the story of a veteran public sector crisis management (CM) researcher's 35-year journey with educating students and CM practitioners. It offers preliminary insights about how the pandemic experience might -- and should -- induce a significant rethink of how educators conceptualize the nature of crises and the…

Educating against extremism doesn't just involve seeking to prevent individuals from becoming extremists or radicalized, although that, of course, is a significant concern. There is also an important role for education in teaching the rest of us, the general populace, the best way to react and respond when we learn of a terrorist attack or…

This conceptual paper examines the possibilities for restorying the self through drama conventions using narrative poetry as a stimulus. Using the poem "The Terrorist, He's Watching" by Wislawa Szymborska to engage with drama conventions, we illustrate how educators might support young and marginalised people to participate in the…

America is deeply divided over issues like election fraud, COVID-19, and systematic racism. More concerning, Jenkins (2021) argues that the next few years could be marred by "death threats, attempted assassinations of political leaders, and other acts of terrorism" (para. 11). In addition, a U.S. Department of Homeland Security (DHS)…

The issue of violent extremism has given rise to new policy debates in Norway. A key limitation of these debates, often grounded in naïve assumptions about the peacebuilding effect of education, is the downplay of emotions and dissent in democratic engagement. This article analyses how selected educators in Norway describe encountering and…

Sci-fi has the power to open dialogue because its alternate world-building enables students to feel far enough from reality to discuss social problems unreservedly. In this essay, I review an assignment I developed using "Black Mirror" and "Philip K. Dick's Electric Dreams" that present episodes in which militarized policing,…

This paper analyses the emotional governance of responses to terrorist attacks and examines the extent to which affective pedagogies in civic education may contest the emotional norms that are institutionalised in society. This analysis is important, not only because it makes visible how forms of violence (especially terrorism) have an emotional…

This article is a qualitative investigation of teachers' pedagogical approaches to the terror attacks on September 11, 2001. The ten participants are regionally diverse in-service teachers who attended workshops conducted by the 9/11 Memorial Museum and Gilder Lehrman Institute of American History in New York during June and July, 2019. Teachers…

For contemporary critical philosophers of education, the thought of Paul Tillich, a protestant theologian, does not seem to be a very likely point of reference. Nevertheless, we decided to read some of his works within a philosophical-educational context. Reading those works of Tillich we realized that they required a pedagogical-philosophical…

While there have been myriad and significant changes in technology, geopolitical relations, environmental shifts and political upheaval, we are still plagued with social inequalities, injustice, warfare and xenophobia, all of which frames our context and contextual analysis. September 11 was a global event or moment because it happened in the…

This article explores my teaching experiences that informed my distinction between religious literacy and critical religious literacy, ultimately leading to the creation of the Challenge Islamophobia Project. I highlight the impacts of post-9/11 criminalization and dehumanization of Muslims, which have significantly shaped public perceptions of…

Democracies are calling on schools to respond to a rise in extremist ideologies and actions. In this article Sigal Ben-Porath situates the rise in extremism within the broader context of political polarization. She suggests that the latter is a more appropriate target for school intervention than the former. She further suggests that addressing…

In the aftermath of the September 11th attacks, some who were unable to cope with the devastation and the failure to prevent them turned to alternative explanations as to how and why these attacks occurred. Coinciding with the growth of the internet, hyper-partisan news sources, and misinformation, a vast number of 9/11 conspiracy theories emerged…

Societies concerned with preventing acts of violent extremism often target the ideas that are thought to motivate such acts. The state's use of educational institutions is one mechanism by which those ideas are subjected to challenge. Teaching liberal democratic values to students is one method. Here, David Stevens argues that this model is…

Over the past decades, emerging focus has been on how teachers in Norway can foster citizenship in their classrooms to strengthen democracy. Yet, in conjunction with rising concerns of homegrown terrorism, a new curriculum in Norway draws on democratic education as a bulwark against terrorism. This paper explores the securitisation of the…