Abstract
In this article, we examine the pre-existing state of knowledge, atti-tudes and sentiments that pupils have and display in relation to ter-rorism and violent extremism. Based on our experiences with our historical-pedagogical terInfo project, we propose a new approach for dealing with these topics in the classroom: the adoption of an histori-cizing approach in teaching about terrorism in class. this approach relies on the creation of a historical framework that serves as a tool to both deal with emotions of shock and panic, and to help teachers and pupils find an objectified ground to discuss terrorism on a knowledge-informed base.
| Original language | English |
|---|---|
| Pages (from-to) | 98-114 |
| Number of pages | 17 |
| Journal | Studies in Conflict and Terrorism |
| Volume | 47 |
| Issue number | 1 |
| Early online date | 17 Jul 2023 |
| DOIs | |
| Publication status | Published - 2024 |
Bibliographical note
Funding Information:See: https://ter-info.nl/home . The platform is in Dutch, but an English version is in the making. TerInfo is run by Nikki Sterkenburg as managing director and coordinator, supervised by a team of academic experts and teachers, with Beatrice de Graaf as initiator and academic director of the project. The project is financed by Utrecht University, the City Council of Utrecht and the Netherlands Organisation for Scientific Research.
Publisher Copyright:
© 2023 Taylor & Francis Group, LLC.
Keywords
- Education
