Reza Gholami - Böcker

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.

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.

Within western political, media and academic discourses, Muslim communities are predominantly seen through the prism of their Islamic religiosities, yet there exist within diasporic communities unique and complex secularisms. Drawing on detailed interview and ethnographic material gathered in the UK, this book examines the ways in which a form of secularism - ’non-Islamiosity’ - amongst members of the Iranian diaspora shapes ideas and practices of diasporic community and identity, as well as wider social relations. In addition to developing a novel theoretical paradigm to make sense of the manner in which diasporic communities construct and live diasporic identity and consciousness in a way that marginalises, stigmatises or eradicates only ’Islam’, Secularism and Identity shows how this approach is used to overcome religiously inculcated ideas and fashion a desirable self, thus creating a new space in which to live and thereby attaining ’freedom’. Calling into question notions of anti-Islamism and Islamophobia, whilst examining secularism as a means or mechanism rather than an end, this volume offers a new understanding of religion as a marker of migrant identity. As such it will appeal to scholars of sociology, anthropology and political science with interests in migration and ethnicity, diasporic communities, the sociology of religion and emerging forms of secularism.

This book offers an urgently needed re-imagining of what education can and must be in an era marked by escalating division, culture wars, and global precarity. Writing against the backdrop of “Brexit”, the Covid-19 pandemic, far-right resurgence, and intensifying geopolitical crises, Gholami and Tran show how contemporary politics weaponizes concepts such as social justice, diversity, and decolonization—either to vilify them or to empty them of meaning. In response, the book reframes social justice as a “good ideology”: an educational necessity that transcends left–right political binaries and offers a foundation for democratic, pluralist educational futures.Addressing a range of issues from the politics of untruth to climate injustice, from the religious-secular nexus to higher-education free speech debates, the authors illuminate how the "thumbprint" of coloniality can be discerned across all the key issues affecting education today, threatening both democracy and the ethical purpose of education. They argue that a re-energized decoloniality must run through the practice of education at all levels. The book thus offers a practical, research-informed framework for educators to make social justice immediately “workable” in their classrooms, communities, and institutions. It maps a pathway towards “collective knowledge”—a collectivist epistemology born of and reflecting the unique ethical dynamics of diverse locales and rooted firmly in social justice. Accessible, timely, and conceptually innovative, Knowledges that Destroy is essential reading for educators, policymakers, and all those committed to renewing education as a shared, democratic, and socially just endeavour.

Within western political, media and academic discourses, Muslim communities are predominantly seen through the prism of their Islamic religiosities, yet there exist within diasporic communities unique and complex secularisms. Drawing on detailed interview and ethnographic material gathered in the UK, this book examines the ways in which a form of secularism - ’non-Islamiosity’ - amongst members of the Iranian diaspora shapes ideas and practices of diasporic community and identity, as well as wider social relations. In addition to developing a novel theoretical paradigm to make sense of the manner in which diasporic communities construct and live diasporic identity and consciousness in a way that marginalises, stigmatises or eradicates only ’Islam’, Secularism and Identity shows how this approach is used to overcome religiously inculcated ideas and fashion a desirable self, thus creating a new space in which to live and thereby attaining ’freedom’. Calling into question notions of anti-Islamism and Islamophobia, whilst examining secularism as a means or mechanism rather than an end, this volume offers a new understanding of religion as a marker of migrant identity. As such it will appeal to scholars of sociology, anthropology and political science with interests in migration and ethnicity, diasporic communities, the sociology of religion and emerging forms of secularism.