Prevention of radicalisation and violent extremism through education programmes of international organisations
KeywordsΕκπαίδευση ; Διεθνείς οργανισμοί ; Πρόληψη ; Ριζοσπαστικοποίηση ; Βίαιος εξτρεμισμός ; Ψυχική ανθεκτικότητα
This dissertation examines the existing policies of the International Organisations on the Prevention of Radicalization and Violent Extremism (PVE) through Education using the regime complexity theory. It is based on the comparative study of the policies of five International Organisations and some of their specialized organs: 1) United Nations (UN), and 1.a) United Nations Educational Scientific and Cultural Organisation (UNESCO) and 1.b) United Nations Development Programme (UNDP), 2) European Union (EU) and 2.a) Radicalisation Awareness Network (RAN), 3) the Council of Europe (CoE), 4) the Organisation of Economic Cooperation and Development (OECD) and 5) World Bank (WB). The dissertation came up to cover the need to provide educators and other researchers with a comprehensive understanding of the evolution of the International Organisations’ policies that engaged education in PVE and a presentation of the rationale that lies behind the interventions and projects which derive from the IOs and are specifically designed to be implemented at schools. After a concise presentation of the historical context, an overview of the terms critical to the study reveals the lack of consensus on the definitions given by the various agents involved in PVE. The dissertation tries to pinpoint the time when education came into the scope of the International Organisations’ policies on Countering Violent Extremism and PVE. Our discussion is mainly about the role assigned to education on PVE by the IOs and how this contradicts its core values and mission. The dissertation ends with recommendations for further research and actions.