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Dissertation
What do teachers have to do with it?: Finnish teachers on preventing violent extremism
Doctor of Philosophy (Ph.D.), Drexel University
Dec 2022
DOI:
https://doi.org/10.17918/00001430
Abstract
This research investigates how teachers in Finland understand their role in the prevention of violent extremism. Finland's first National Plan was adopted in 2016 in response to calls from the UN to help prevent violent extremism and were a response to increased homegrown Islamic terrorism associated with ISIS and other Islamic extremist organizations (Ministry of the Interior, 2016). The most recent version of the plan includes education as part of a broad-based, public health approach to prevention (Ministry of the Interior, 2019). Through a qualitative ethnographic approach, I look to examine how education works in concert with other aspects of the Finnish welfare system and how teachers make sense of their role in the prevention of violent extremism. The Finnish welfare state acts a primordial prevention where the systems create a society that focuses caring for their citizens and protecting them from economic and social situations that create vulnerabilities to extremist ideologies and use of violence. Most teachers feel that the prevention of violent extremism is part of their responsibilities, but with reservations and concerns expressed about the increasing level of expectations placed on teachers. Teachers are able to identify individual-level risk factors, but struggle to correctly identify communitylevel and societal-level risk factors. In the classroom, teachers and administrators are able to identify school-based programs and systems, curriculum, and pedagogy that would help in the work of preventing violent extremism. This work addresses a significant gap in understanding how teachers as street-level bureaucrats understand their role and see examples of how their daily practice can be used as preventative measures.
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Details
- Title
- What do teachers have to do with it?
- Creators
- Kathlyn Elizabeth Elliott
- Contributors
- Kristy Kelly (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Philosophy (Ph.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- 248 unnumbered pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991020041414804721