The field of PE-E or PVE-E (Preventing (Violence) Extremism through Education) is a growing one. PVE-E approaches are increasingly implemented in schools across Europe, but there is a good deal of debate about what makes an approach to (violent) extremism an educational one. The question that motivates this project is how to make P(V)E-E work better.
EDURAD builds on the work that exists in the field in seeking to develop an improved understanding what PVE-E means in diverse educational settings and in different cultural contexts. The purpose of the project is to support educators in developing their pedagogical skills and critical awareness and in so doing increase their confidence in, and willingness to, deal with the topic of extremism in education.
Drawing on the theory and practice of P(V)E-E, v project is developing tools thatare based on pedagogical values such as: freedom,listening, criticality, reflection, dialogue, autonomy, pluralism, equality, and participation in education. These values help to address the question of extremism proactively, instead of reactively. Working with these values and principles opens up educational spaces that can support teachers in working with young people to explore the question of extremism, and the issue of violent extremism, in a way that is educational, participatory, meaningful, and imaginative.
EDURAD PVE-E approach addresses the following needs:
It provides an overall mapping of what exists (research and practices) in a short and concise manner, going beyond a mere description of hundreds of projects and actually offering concrete guidance to teachers on how to adopt and adapt these approaches to their local context;
Provides practitioner tools that are generalisable enough to be applied to diverse forms of extremism yet also specific enough to address the practical needs of educators in the classroom.
Create pedagogical tools that are pedagogically sound, comprehensive and evidence based. These tools will respond to existing challenges as recorded through the input of people involved in young people’s education (teachers, parents/ guardians, religious actors and civil society actors.
Creates approaches that are critical enough to have a ‘do no harm’ approach and are informed by past mistakes in PVE-E.
Addresses the need for a sustained community interaction that involves formal, non-formal and in formal sectors, therefore addressing violent extremism not just ‘in’ education but ‘through’ education.
Developing and implementing tested tools for preventing radicalisation, with a high degree of transferability to other (local) contexts and in other countries in Europe.
Enabling sustained community engagement aiming at preventing extremism and violent extremism, focusing on NGOs, religious leaders, teachers and parents of secondary school students.
Increased capacity building and support of local prevent actors through the provision of a physical and intellectual space for the exchange of resources for tailored trainings allowing them to receive feedback and guidance on implementing specific initiatives.
Increased cooperation between local actors in different Member States aiming at the development of common prevent projects building on complementary capacities and knowledge.
EDURAD Mapping and Research
The first step towards the successful implementation of the project’s activities involves researching the way in which the relationship between extremism, education and prevention is understood. This involves looking at how PVE-E and PE-E are theorised and practised, but also involves opening up a more pluralistic approach to these questions that is sensitive to cultural and contextual differences. As part of this work the following reports will be produced:
• EDURAD Mapping and Research Review
• EDURAD Fieldwork and Research Analysis
• EDURAD Mapping and Research Reports (National and EU)
• Transnational Ecosystem Mapping and Research
This research will inform and shape the development of the pedagogical tools and modules (WP3) as well as the hubs for practitioners to share their expertise, difficulties and practices both nationally and transnationally (WP4). The next phase of the project involves capacity building and developing and refining the pedagogical modules and tools.
Capacity Building Development
Based on EDURAD’s research results, the partnership will work together to design, develop and trial the P(V)E-E approaches using a training of trainers approach that works closely with practitioners. Cognisant of how sometimes PVE-E approaches are sometimes framed through the lens of security, these modules will work with the emerging field of research to develop an approach that:
a) have a clear educational focus,
b) prioritise a prevention response that is governed by pedagogical principles and objectives.
The training package will involve a wide range of participants and beneficiaries (educators, parents/guardians, civil society and religious actors, policy-makers, and students). Finally, it will be designed so as to be responsive to the needs of the educational and cultural environments.
Engaging with Community and Educational Actors
Empowerment, collaboration and exchange are at the heart of the design of P(V)E-E Hubs for Community and Educational Actors is one of the cornerstones of the EDURAD project. The hubs will be designed to support sustained interaction and exchange between community and educational actors. They will empower participants to exchange critical knowledge and perspectives not only within local communities, but also across national borders. In this way, EDURAD will empower the advocacy, lobbying and training capacity of relevant stakeholders at a local and regional level.