Lynn Revell – författare

Education and Extremisms addresses one of the most pressing questions facing societies today: how is education to respond to the challenge of extremism? It argues that the implementation of new teaching techniques, curricular reforms or top-down changes to education policy alone cannot solve the problem of extremism in educational establishments across the world. Instead, the authors of this thought-provoking volume argue that there is a need for those concerned with radicalisation to reconsider the relationship between instrumentalist ideologies shaping education and the multiple forms of extremisms that exist.Beginning with a detailed discussion of the complicated and contested nature of different forms of extremism, including extremism of both a religious and secular nature, the authors show that common assumptions in contemporary discourses on education and extremism are problematic. Chapters in the book provide a careful selection of pertinent and topical case studies, policy analysis and insightful critique of extremist discourses. Taken together, the chapters in the book make a powerful case for re-engaging with liberal education in order to foster values of individual and social enrichment, intellectual freedom, criticality, open-mindedness, flexibility and reflection as antidotes to extremist ideologies. Recognising recent criticisms of liberalism and liberal education, the authors argue for a new understanding of liberal education that is suitable for multicultural societies in a rapidly globalising world. This book is essential reading for academics, researchers and postgraduate students with an interest in religion, citizenship education, liberalism, secularism, counter-terrorism, social policy, Muslim education, youth studies and extremism. It is also relevant to teacher educators, teachers and policymakers.

Drawing on an international research project involving an online survey and individual case study interviews with participants from countries including the UK, Australia, France, the United States, Kenya, South Africa, Brazil and Argentina, Choirs, Singing, and Belonging: Voices from Around the World explores the experience of singing in choirs, and the meaning of these activities in the lives of participants. The authors draw on the reflections of choir members to explore aspects of participation and practice in this field, including the significance of repertoire and leadership and the role of choirs both in and as communities.Providing new insights into the experiences, perceptions, and motivations of individuals involved in all kinds of choirs and singing groups Choirs, Singing, and Belonging: Voices from Around the World is relevant to those who direct and participate in choirs along with choral organizations and music education institutions around the world.

Drawing on an international research project involving an online survey and individual case study interviews with participants from countries including the UK, Australia, France, the United States, Kenya, South Africa, Brazil and Argentina, Choirs, Singing, and Belonging: Voices from Around the World explores the experience of singing in choirs, and the meaning of these activities in the lives of participants. The authors draw on the reflections of choir members to explore aspects of participation and practice in this field, including the significance of repertoire and leadership and the role of choirs both in and as communities.Providing new insights into the experiences, perceptions, and motivations of individuals involved in all kinds of choirs and singing groups Choirs, Singing, and Belonging: Voices from Around the World is relevant to those who direct and participate in choirs along with choral organizations and music education institutions around the world.

Education and Extremisms addresses one of the most pressing questions facing societies today: how is education to respond to the challenge of extremism? It argues that the implementation of new teaching techniques, curricular reforms or top-down changes to education policy alone cannot solve the problem of extremism in educational establishments across the world. Instead, the authors of this thought-provoking volume argue that there is a need for those concerned with radicalisation to reconsider the relationship between instrumentalist ideologies shaping education and the multiple forms of extremisms that exist.Beginning with a detailed discussion of the complicated and contested nature of different forms of extremism, including extremism of both a religious and secular nature, the authors show that common assumptions in contemporary discourses on education and extremism are problematic. Chapters in the book provide a careful selection of pertinent and topical case studies, policy analysis and insightful critique of extremist discourses. Taken together, the chapters in the book make a powerful case for re-engaging with liberal education in order to foster values of individual and social enrichment, intellectual freedom, criticality, open-mindedness, flexibility and reflection as antidotes to extremist ideologies. Recognising recent criticisms of liberalism and liberal education, the authors argue for a new understanding of liberal education that is suitable for multicultural societies in a rapidly globalising world. This book is essential reading for academics, researchers and postgraduate students with an interest in religion, citizenship education, liberalism, secularism, counter-terrorism, social policy, Muslim education, youth studies and extremism. It is also relevant to teacher educators, teachers and policymakers.

The notion of Britishness and national identity have rarely been examined with such intensity in education and society as they are today. Although the requirement to promote a sense of nationhood in schools is not a new one, the politicised nature of the values associated with Britishness and the security agenda in which schools now operate has intensified greatly in recent years.  This timely book provides a critical analysis of the statutory requirements to promote Fundamental British Values in schools, universities and other childcare groups in the UK. It begins by charting the development of Britishness and British values in the post-war period and highlights how even in the recent past British values have been understood and executed in policy in relation to schools in very different ways. In the past Britishness and national identity was either assumed or conveyed through the employment of cultural forms; it is only now that Britishness in education, in the form of fundamental British values is articulated through explicitly political language.The book continues by examining the impact of fundamental British values on teacher professionalism. It will show how the legislation and policy that structures the way teachers (and other educators) must engage with fundamental British values works to reposition the status of teachers in the public sphere. Teacher’s work and relationship with the state is recast so that personal political and individual acts are now situated within the remit of state control and legislation. The concept of Liquid Professionalism is promoted as a form of teacher professionalism for these securitised times.