Book Review: ‘Intention is not method, belief is not evidence’: Civic Education and Prevention with Former Right-Wing Extremists in German Schools

Authors

  • Martin M. Sjøen University of Bergen

Keywords:

Former Extremists, P/CVE, Workshops in Schools, Impact, Evaluation

Abstract

This article reviews Antje Gansewig’s “‘Intention is not method, belief is not evidence’: Civic Education and Prevention with Former Right-Wing Extremists in German Schools” (2022).

References

Aly, A., Taylor, E. & Karnovsky, S. (2014). Moral disengagement and building resilience to violent extremism: An education intervention. Studies in Conflict & Terrorism, 37(4), 369—385. https://doi.org/10.1080/1057610X.2014.879379

Biesta, G. J. J. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33—46. https://doi.org/10.1007/s11092-008-9064-9

Gansewig, A. (2022). “Intention is not method, belief is not evidence”. Civic Education and Prevention with Former Right-Wing Extremists in German Schools. Springer VS.

Gansewig, A. & Walsh, M. (2021a). Broadcast Your Past: Analysis of a German Former Right- Wing Extremist’s YouTube Channel for Preventing and Countering Violent Extremism and Crime. Journal for Deradicalization, 29, 129—176.

Gansewig, A. & Walsh, M. (2021b). Preventing Violent Extremism with Former Extremists in Schools: A Media Analysis of the Situation in Germany. Terrorism and Political Violence, 35(1), 47—64. https://doi.org/10.1080/09546553.2020.1862802

Gansewig, A. & Walsh, M. (2022). “That is simply one thing that goes with it”: Former extremists in school settings and empirical evidence. Educational Review. https://doi.org/10.1080/00131911.2022.2028733

Gielen, A. J. (2020). Cutting through Complexity. Evaluating Countering Violent Extremism (CVE). (Doctoral thesis). University of Amsterdam, Netherlands.

Goodlad, J. I. (1979). Curriculum inquiry: The study of curriculum practice. McGraw-Hill Book Company.

Haugstvedt, H. (2021). Managing the tension between trust and security: A qualitative study of Norwegian social workers’ experience with preventing radicalisation and violent extremism. (Doctoral thesis). University of Stavanger, Norway.

Koehler, D. (2021). Deradicalisation in Germany: Preventing and countering violent extremism. Revista CIDOB d’Afers Internacionals, 128, 59—78.https://doi.org/10.24241/rcai.2021.128.2.59

Koehler, D. (2022a). Foreword. In: A. Gansewig (2022). “Intention is not method, belief is not evidence”. Civic Education and Prevention with Former Right-Wing Extremists in German Schools (VI—XI). Springer VS.

Koehler, D. (2022b). Preventing and Countering Violent Extremism. In: D. Muro & T. Wilson (Eds.), Contemporary Terrorism Studies (518—537) Oxford University Press.

Lewis, J., Marsden, S., Cherney, A., Zeuthen, M., Bélanger, J. J., Zubareva, A., Brandsch, J. & Lubrano, M. (2023). PROTOCOL: Case management interventions seeking to counter radicalisation to violence: A systematic review of tools and approaches. Campell Systematic Reviews, 19(1), 1—35. https://doi.org/10.1002/cl2.1301

Malmros, R. A. (2021). Translating grand challenges into municipal organizing: Prevention of terrorism, extremism, and radicalization in Scandinavia. (Doctoral thesis). University of Gothenburg, Sweden.

Mattsson, C. (2018). The extremist in the classroom. Perspectives on the expected responsibility of the school to prevent future terrorism. (Doctoral thesis). University of Gothenburg, Sweden.

Panjwani, F., Revell, L., Gholami, R. & Diboll, M. (2018). (Eds.), Education and extremisms. Rethinking liberal pedagogies in the contemporary world. Routledge.

Phillips, D. C. (2005). The contested nature of empirical educational research (and why philosophy of education offers little help). Journal of Philosophy of Education, 39(4), 577—597. https://doi.org/10.1111/j.1467-9752.2005.00457.x

Sjøen, M. M. (2020). When counterterrorism enters the curriculum. Exploring risks and practices of the securitisation of education. (Doctoral thesis). University of Stavanger, Norway.

Stephens, W. (2021). Arranging Resilience: The role of social actors in preventing violent extremism. Eleven international publishing.

Stephens, W. & Sieckelinck, S. (2020). Being resilient to radicalisation in PVE policy: Acritical examination. Critical Studies on Terrorism, 13(1), 142—165. https://doi.org/10.1080/17539153.2019.1658415

Walsh, M. & Gansewig, A. (2019). A former right-wing extremist in school-based prevention work: Research findings from Germany. Journal for Deradicalization, 21, 1—42.

Wolfowicz, M., Weisburd, D. & Hasisi, B. (2022). Counter-Radicalization Interventions: A Review of the Evidence. Research Report 2022/1. Institute for Future Studies.

Zembylas, M. (2020). Affect/Emotion and Securitising Education: Re-Orienting the Methodological and Theoretical Framework for the Study of Securitisation in Education. British Journal of Educational Studies, 68(4), 487–506. https://doi.org/10.1080/00071005.2019.1711018

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Published

2023-09-29

Issue

Section

Book Reviews