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OverviewThe Counter-Terrorism and Security Act (February 2015) makes it compulsory for schools to implement anti-radicalisation measures to help prevent young people from being drawn into terrorism. As the increasingly frequent press stories of school children being radicalised show, teachers urgently need a resource that enables them to recognise, debate and disrupt extremist narratives within the context of the classroom. This practical handbook provides a reliable and objective resource to enable lower secondary school teachers to tackle the complex subjects of terrorism and radicalisation with confidence. It sets political violence within a broad context of perceived injustice, using familiar emotions of anger and disappointment to introduce the notion of grievance, a precursor of all forms of terrorism. The text covers issues of citizenship, human rights and respect, civil and political engagement, the nature of identity and how we identify with others. It examines different forms of violence from bullying to the most recent examples of 21st century terrorism. Historical precedent is used to illustrate a variety of contexts in which political violence has occurred, from Assassins through Suffragettes to militancy in South Africa, Europe, the Middle East and Oceania. The handbook considers the causes and consequences of terrorism and helps teachers to explain to children what terrorists do and why they do it; how to differentiate between the reasons, goals and methods of terrorists; why the media and terrorism are inextricably linked; what makes terrorism start and, crucially, what factors bring a cycle of terrorism to an end. Pupils are invited to reflect on the destructiveness of terrorism for both victims and aggressors and, taking Northern Ireland and South Africa as examples, to consider the process of reconciliation. The handbook tackles the problem of defining 'terrorism', a term which is value-laden and subjective, and which has eluded international consensus. Pupils are encouraged to explore the reasons for this, and to debate fact and bias through an examination of the role of the media in reporting terrorism. The role of social media within the process of radicalisation is also studied. Fictional storylines and classroom activities are provided to stimulate creative thinking and interactive participation. Full Product DetailsAuthor: Alison Jamieson , Jane Flint , Conor GeartyPublisher: Brilliant Publications Imprint: Brilliant Publications Dimensions: Width: 21.00cm , Height: 0.40cm , Length: 29.70cm Weight: 0.327kg ISBN: 9781783171828ISBN 10: 1783171820 Pages: 128 Publication Date: 13 August 2015 Audience: Professional and scholarly , Primary & secondary/elementary & high school , Professional & Vocational , Educational: Primary & Secondary Format: Paperback Publisher's Status: Active Availability: In stock  We have confirmation that this item is in stock with the supplier. It will be ordered in for you and dispatched immediately. Table of ContentsPreface; Introduction; How to Get the Most from this Handbook; Definitions, Terminology and Sources; Unit 1: Terrorism - What It Is and What It Isn't; Aim and content of Unit 1; 1.1 Impressions and questionnaire; 1.2 What IS terrorism?; 1.3 What ISN'T terrorism?; 1.4 What do terrorists want?; 1.5 Unfairness, discrimination and rights; 1.6 Non-violent protest; 1.7 Changing things through violence; Storyline: the Riverside Park protest; Unit 2: 'Terrorism' and History; Aim and content of Unit 2; 2.1 Introduction; 2.2 Assassins, Thugs and Suffragettes; 2.3 World War 2 and the French Resistance movement; 2.4 Nelson Mandela; 2.5 What do they have in common and how are they different?; 2.6 Terrorism - a universal agreement?; Unit 3: The Jigsaw of Terrorism; Aim and content of Unit 3; 3.1 Introduction; Storyline: Bobo - a narrative of hate; 3.2 The reasons, or the WHY? of terrorism; 3.3 The goals, or the WHAT FOR? of terrorism; 3.4 The methods, or the HOW? of terrorism; 3.5 The pathways, or the WHAT WAY? into terrorism; 3.6 Optional case studies; Unit 4: Terrorism and the Media; Aim and content of Unit 4; 4.1 Who are the media and what do they do?; 4.2 Fact, opinion and bias; 4.3 Terrorism as performance; 4.4 The terrorist message; 4.5 The media and positive messages; 4.6 The media and negative messages; 4.7 Reporting on terrorism: finding a balance; 4.8 Doing deals with terrorists: the media are involved; Unit 5: Pulling It All Together; Aim and content of Unit 5; 5.1 Does terrorism ever go away, and how?; 5.2 Healing the wounds; 5.3 We are all the colours of the rainbow; 5.4 Reconciliation and restoring justice - old traditions can help; 5.5 Courageous People; 5.6 Optional revision discussions; 5.7 The problem of 'defining' terrorism; 5.8 Final thoughts on terrorism; Photocopy Masters; Glossary of Key Vocabulary; End Notes; Bibliography and Further Reading; Suggested Online Resources; Acknowledgements; Bibliographical notesReviewsThere is nothing like this available today. No school addressing these issues should be without it. (Conor Gearty, Director of Institute of Public Affairs and Professor of Human Rights Law, London School of Economics) Author InformationAlison Jamieson is a freelance author, writing on issues of political violence, drug trafficking and organised crime for over 25 years. She has worked as consultant to the United Nations Office on Drugs and Crime, served on the editorial board of Studies in Conflict and Terrorism (published by Taylor & Francis) from 1992-2010 and has published three books on terrorism for the educational market (with Wayland Publishing and Arcturus/Franklin Watts). Jane Flint is a primary school teacher, whose experience teaching a predominantly Muslim class in Beeston, Leeds at the time of the 2005 London bombings was an inspiration for this book. Tab Content 6Author Website:Countries AvailableAll regions |
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