000			02088cam a2200265zu 4500
001			88902415
003			FRCYB88902415
005			20250106114535.0
006			m o d
007			cr un
008			250106s2018 fr | o|||||0|0|||fre d
035			_aFRCYB88902415
040			_aFR-PaCSA _bfr _c _erda
100	1		_aRagazzi, Francesco
245	0	1	_aStudents as suspects? _bThe challenges of counter-radicalisation policies in education in the Council of Europe member states _c['Ragazzi, Francesco']
264		1	_bCouncil of Europe _c2018
300			_a p.
336			_btxt _2rdacontent
337			_bc _2rdamdedia
338			_bc _2rdacarrier
650		0	_a
700	0		_aRagazzi, Francesco
856	4	0	_2Cyberlibris _uhttps://international.scholarvox.com/netsen/book/88902415 _qtext/html _a
520			_aCould policies aimed at preventing radicalisation in Europe end up undermining the very social cohesion they aim to preserve? Since the mid-2000s, a growing number of European governments have broadened the scope of counter-terrorism, making it an issue that needs to be tackled by society as a whole. This report considers the effects of such policies in the education sector through a review of the existing literature on the subject. It begins by considering the issues facing educators and students and their families, and goes on to show how counter-radicalisation policies make contradictory demands on educators, asking them to build social cohesion and resilience while at the same time requiring them to employ a logic of suspicion in spotting potential radicals. The report suggests that this contradictory mission challenges key principles of 1. human rights and fundamental freedoms; 2. education for democratic citizenship, human rights education, competences for democratic culture and the objectives of building inclusive societies; and 3. the key objectives of counter-terrorism itself. The author therefore presents three main areas of reflexion, followed by recommendations for further research and action by the Council of Europe.
999			_c5444 _d5444