近年来国内外关于极端伊斯兰原教旨主义研究综述

20世纪90年代以来,伊斯兰原教旨主义高潮再起,引发极端原教旨主义组织和恐怖组织不断进行分裂恐怖活动,不仅给阿拉伯世界和中东各国带来了不安全因素,也使世界局势动荡不安,引起国际社会极大关注。国内外学术界加强了这方面的研究,提出了一系列具有学术价值的观点,取得了一定的成就。     

Dutch children and their ‘God’: the development of the ‘God’ concept among indigenous and immigrant children in the Netherlands

In the 1980s and 1990s in the Netherlands, as a reaction to the growing number of non‐Christian pupils at Christian schools, religious education and religious development became issues for debate. At some schools, it was the exclusiveness of the Christian tradition that dominated, and at others it was the inclusiveness. Another group specialised in inter‐religious dialogue. Our research studied the religious development of pupils from two primary schools. One is the first and only inter‐religious primary school in the Netherlands, the Juliana van Stolberg primary school. The other is a Christian school, the Prinses Margriet primary school that educates pupils exclusively in the Christian tradition. The research questions focussed on the development of the ‘God’ concept of children confronted with stories from different religious traditions. The ‘God’ concept is seen in our research as a concept that develops in an inductive way from the data. This way of conceptualising ‘development’ is coined as the prospective perspective on development. The results of this comparative research led to the tentative conclusion that pupils in our research population who were involved in inter‐religious learning, demonstrate explorative behaviour concerning their own religion and that of others. Their ‘God’ concept shows hybrid characteristics. These pupils are rooted in their own tradition, and at the same time they are ‘on the move’. This offers points of departure for the development of citizens articulating their commitments and turning imminent conflicts into inter‐religious encounters.     

新疆高校加强抵御宗教极端主义渗透的对策思考

宗教极端主义的发展已经成为影响新疆社会发展的主要威胁.通过对宗教极端思想及其特点和活动表现形式的剖析,提出了其对新疆高校产生的巨大危害.为此,新疆各高校应当通过巩固马克思主义在意识形态领域的指导地位、倡导现代文化、建设校园文化、加强思想政治理论课教学实效性以及形成校园全员育人态势等措施加强高校“去极端化”工作以抵御宗教极端主义的渗透.     

Corresponding values and colonising discourses: situating ‘Hindu children’ and their values in relation to hegemonic Norwegian discourses about religious education☆

This article discusses the relationship between values expressed by ‘Hindu children’ in Norway and hegemonic ‘Norwegian values’. The discussion is based on interviews with children from the Indian Punjabi and the Sri Lankan Tamil traditions and on observations in religious education (RE) lessons. The children emphasise the culture of their parents’ country of origin. When asked what the most significant part of their identity was, being Indian and Tamil turned out to be very important to the children. They also value other religions and talk about the divine in ways that are different from traditional Norwegian conceptions and attitudes, expressing tolerance, respect and openness towards other traditions. This article discusses how ‘Hindu values’ relate to ‘Norwegian discourses’ about RE, exploring the ways the children’s values both correspond to and differ from the values we find in hegemonic Norwegian discourses. Will the children have to adapt to hegemonic discourses in RE, or is it possible to learn from and integrate their values?     

Education and countering violent extremism: Western logics from south to north?

Abstract

This paper explores the way education and conflict have become entangled during the post-9/11 ‘war on terror’ response to ‘radical Islam’ at home and abroad. The paper charts the complex ways that education has been deployed to serve Western military and security objectives in multiple locations in the global south and how these strategies have now returned to the ‘ West’ in the form of ‘countering violent extremism’ interventions. Drawing on Foucault’s concept of the ‘boomerang effect’ I will explore whether and how education techniques and strategies deployed abroad in pursuit of imperial interests return to the West and are deployed to monitor, control and suppress marginalised communities in a form of ‘internal colonialism’. Finally, the paper brings the two sections together in the Findings to explore commonalities and divergences.     

Experience and reality in religious education

A central task of religious education is to show how the puzzlements to human intelligence and the experiences that are associated with spirituality, are compelling in relation to our development as human beings. There are always more theories than objects or events to be explained, and while the spiritual ‘data’ that gives rise to our puzzlements and experience is elusive and meagre, the supply of literature, teaching, ritual and other forms of articulation is torrential. To understand the nature of religious education we need firstly to ask about the nature of spiritual experience itself at its broadest level and then to identify and co-ordinate the kinds of material that will sensitise pupils to this experience and help them to articulate it. This should provide a basis for evaluation of the material against the context of their own life experiences. In this respect religious education is no different in structure to other areas of the curriculum.     

Hindu,Muslim and Sikh religious education teachers’ use of personal life knowledge: the relationship between biographies,professional beliefs and practice

The article reports the findings of a qualitative study of Hindu, Muslim and Sikh teachers of religious education and the relationship between their biographies, professional beliefs and use of personal life knowledge in English, secondary school classrooms. This relationship was explored through a study of five beginning teachers and provided evidence of the role that their personal knowledge played in enabling them to support the learning of pupils in white majority and Muslim majority state schools. It also indicated the need for teacher education courses to provide opportunities for teachers to explore the relationship between their personal and professional lives and the potential dilemmas and dangers of sharing their personal knowledge and experiences with pupils. In the context of international concern to identify criteria for selecting beginning teachers, the article highlights the importance of initiatives aimed at increasing the ethnic/religious diversity of the teaching force.     

Security,Extremism and Education: Safeguarding or Surveillance?

This article analyses how education is positioned in the current concerns about security and extremism. This means firstly examining the different meanings of security (national, human and societal) and who provides security for whom. Initially, a central dilemma is acknowledged: that schooling appears to be simultaneously irrelevant to the huge global questions of security and yet central to the learning of alternative ways to conduct human relations. With regard to extremism, two aspects of importance in ideological compliance or challenge are firstly the attempted securitisation of education, and secondly the role of education in young people joining or supporting extremist movements. The UK’s ‘Prevent’ strategy is examined here. The issue of how to safeguard young people without securitising institutions suggests four key features: inclusivity, encounters with difference, networking and active citizenship. Critiquing sacred texts and the use of humour and satire also act to foster resilience. Educational approaches within transitional justice underline the importance of tackling violence in schools and promoting a human rights culture that promotes both human security and ultimately national security.     

A nine‐country survey of youth in Europe: selected findings and issues

A nine‐country survey of the life orientations, values and institutional trust of 8948 young people at the upper end of the secondary school age range was set up at the University of Würzburg in the year 2000. Key findings demonstrate that these young people value personal autonomy and are orientated to success in their professional lives and that they especially trust human rights and environmental groups. Religion is associated positively with humanitarianism and in some countries negatively with modernity. These findings provide an indication of the typical life stances of future opinion‐formers and illustrate methodological issues thrown up by international research.     

人权教育:奠定现代公民社会的和谐基础——联合国《人权教学入门——中小学校的实践活动》述评

以联合国人权事务高级专员办事处编撰的《人权教学入门——中小学校的实践活动》为述评对象,提炼其理念、内容、话题和实施方式,特别讨论其中教师自身人权素养对学校人权教育具体实施所具有的直接影响;文章最后论述实施和创新人权教育中所特具的中国问题,认为:看好中国人权理论和实践的发展前景——这是实施人权教育的基本前提;教育行政部门主导研制相应政策、法规条文和教学读物——这是实施人权教育的制度保障;学校努力营造校园人权文化氛围——这是实施人权教育的基础条件;教师对当前世界人权理念和现实的自觉体认——这是实施人权教育的本体要素。     

‘In-between’ Asia and Australia: on the politics of teaching English as the ‘Other’

This article mobilizes story-telling to narrate my lived experience of teaching English as a minority academic in one Australian university. Positioning myself as living ‘in-between’ two cultures and as an ‘Other’, I tell my story of how I have been ‘racialized’ and ‘Othered’ because I do not look White, and my spoken English is distinctly accented; hence, my legitimacy of teaching English is held suspect. My story contributes to the theorizing of the sociology of the in-between with the argument that while living in-between culture can be a space of negativity, it can also be a space of empowerment if one exercises choice and agency by forging new spaces. I end my story-telling with a happy ending by presenting a contrasting story of how my run-away from Australia to (a new space in) Hong Kong to teach English has reaffirmed my cultural capital as I morph into a different ‘Other’.     

中国共产党的人权思想与中国人权现状

本文从中国共产党成立以来对人权的态度出发,阐述了建国前后中国共产党的人权理论与人权发展状况,分析了中国现阶段人权发展的不足与问题,同时指出,人权入宪后中国人权事业必将会进一步地发展起来.     

Counter-Extremism in British Schools: Ensuring Respect for Parents’ Rights Over Their Children’s Religious Upbringing

The UK Government’s PREVENT strategy to counter radicalisation and extremism has been the subject of criticism. Concerns arise over clarity of purpose, clarity of terminology used and potential human rights impacts. Where the policy engages with schools, one human right potentially engaged is the right of parents to transfer their religious beliefs to their children. This paper looks at how PREVENT risks negatively impacting on this right. It proposes a way that this risk can be reduced by adopting a proactive approach to the Government’s security concerns which is centred on human rights education.     

Doing the ‘work of hearing’: girls’ voices in transnational educational development campaigns

There is an increasing focus in transnational campaigns for girls’ education and empowerment on highlighting the voices of girls from the global south. These moves are made in response to feminist critiques of said campaigns for not attending to the diverse, multiple and complex lived experiences of girls. This article engages in theorising these present encounters and suggests alternate methodologies for engaging with girls. It argues that eliciting/granting voice to marginalised groups (such as girls from the global south, in this case) involves doing the ‘work of hearing’; devoid of this, the voices become a mere add-on. Focusing on an engagement with girls in Pakistan, the author theorises that the practice of hearing entails attending to the seepages and excesses of girls’ voices – or, that which exceeds dominant codes – that point to the multiplicity of their investments, commitments and visions of good life; being open to new terms of development that are identified by the participants themselves, terms that may not align with prevalent ‘best practices’; and being cognisant of the weight that Eurocentric knowledges carry, which often makes the work of hearing indigenous knowledges difficult.