Investigation of Opinions of Teachers about Extremism (Sample of Turkey and European Union Member Countries)

Abstract

Extremism is defined as the state of adoption to the most extreme form of opinion or attitude. Young people can have excessive behavior. One of the biggest problems of the world in recent times is extremism. In Europe, especially religious motivated extremism and politically motivated extremism are increasing. Today, struggle with all kinds of extremism is important and efforts should be spent for this struggle. It is a requirement that teachers who train young people who are assurance of future must have enough knowledge about extremism behaviors. In this research, it's been aimed to investigate the opinions of teachers in Turkey and 5 member countries of European Union (Sweden, Italy, Hungary, Poland and Slovenia). 332 teachers (214 female, 118 male) participated to the research. As data collecting tool, the scale titled “opinions of teachers about extremism” was used. The results showed us that the teachers should have in-service training that may have title of "How to overcome extremism issue". The training can start with the definition of extremism and can go on with  the reasons of extremism, detection of student who are inclined to extremism and finally preparation and usage of educational materials to cope with extremism.

Keywords

• European Union,Extremism,Immigrant,Teachers,Cultural differences

References

1. Abdullah, N. A., & Saeed, M. (2016). Extremism in education in Pakistan: University teachers' thoughts. Ankara University, Journal of Faculty of Educational Sciences, 49 (2), 55-69.
2. Akdoğan, E.,& Atalay, M. (2017). Avrupa birliği’ni değişime zorlayan güç: Göç [The Power That Forces The European Union To Change: Migration]. Suleyman Demirel University Journal of Faculty of Economics & Administrative Sciences, 22, 2437-2438
3. Al-Khataibeh, Y., Salameh, M. T., & Al-Rawashdeh, A. Z. (2014). Factors and manifestations of ıdeological extremism as seen by youth in Jordanian Universities: An empirical sociological study. Journal of the Social Sciences, 42 (3), 9-45.
4. Boomgaarden, H. G., & Vliegenthart, R. (2007). Explaining the rise of anti-immigrant parties: The role of news media content. Electoral Studies, 26(2), 404-417.
5. Briggs, R.,& Feve, S. (2013). Review of programs to counter narratives of violentextremism. London: Institute for Strategic Dialogue.
6. Cortright, D., Lopez, G. A., Millar, A., & Stellingwerf, L. G. (2008). Friend not foe: Civil society and the struggle against violent extremism, A Report to Cordaid from the Fourth
7. Freedom Forum and Kroc Institute for International Peace Studies at the University of Notre Dame.
8. Çağlar, A. (2017). Küreselleşme sürecinde aşırıcılığın yükselişi [The Rise of Extremism in the Global Arena]. Hacettepe Law Review, 7(1), 67-76.

9. Jerome, L., & Elwick, A. (2019). Identifying an educational response to the prevent policy: student perspectives on learning about terrorism, extremism and radicalisation. British Journal of Educational Studies, 67 (1), 97-114.
10. Harris-Hogan, S., Barrelle, K., & Smith, D. (2019). The role of schools and education in countering violent extremism (CVE): applying lessons from Western countries to Australian CVE policy. Oxford Review of Education, 1-18.
11. Karasar, N. (2007). Bilimsel araştırma yöntemi (17. Edt). Ankara: Nobel Publishing.
12. Kay, K. (2009). Middle school spreparing young people for 21st century life andwork. Middle School Journal, 40(5), 41-45.
13. Kedikli, U., & Akça, M. (2018). Rising Islamophobic Discourses in Europe and Fight Against Islamophobia on the Basis of International Organizations. Mediterranean Journal of Social Sciences, 9(1), 9-23.
14. Kokalj, B. (2018). Načini merjenja ekstremizma, nasilnega ekstremizma in radikalizacije: diplomsko delo univerzitetnega študijskega programa Varstvoslovje [Ways of extremism, violentextremism and radicalisation measurements] (Doctoral dissertation, Univerza v Mariboru, Fakulteta za varnostne vede), University of Maribor, Slovenia.
15. McQueeney, K. (2014). Disrupting Islamophobia: Teaching the social construction of terrorism in the mass media. International Journal of Teaching and Learning in Higher Education, 26(2), 297-309.
16. Mishra, P. (2016). The globalization of rage: Why today's extremism looks familiar. Foreign Aff, 95, 46-47.
17. Mudde, C. (2016). On extremism and democracy in Europe, London: Routledge.
18. Post, J. M. (2015). Terrorism andright-wing extremism: The changing face of terrorism and political violence in the 21st century: The virtual community of hatred. International Journal of Group Psychotherapy, 65(2), 242-271.
19. Turkish Language Association [TDK]. (2017). Retreived from http://www.tdk.gov.tr/
20. Van Manen, M. (2016). The tact of teaching: The meaning of pedagogical thoughtfulness. New York, Routledge.