LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Publisher: Macro-Think Institute
Languages: English
Types: Article
Subjects: BF, LB1603, LB2361, LB2300
This article examines one response to the UK Governments directive that radicalisation and extremism should be tackled in all UK secondary schools. The small scale study, which is set in the broader literature of teaching often difficult PHSE topics to young people in secondary school and also the use of simulations as tools for learning in the classroom, analyses the responses of teachers to being trained with and using ‘Zak’ a bespoke research based simulation on the radicalisation process. An analysis of the teacher’s’ responses indicated that it was recognised that the principales of adults manipulating children, whether for sexual gratification or radicalisation, are considered to be very important topics for staff working with young people in school settings to address. It was also recognised as to be a flexible learning tool which enabled various pathways to be explored with young people in lessons to explore and raise issues regarding many aspects of e- safety, not just radicalisation. Additionally, the teachers remarked that the social media ‘Facebook’ format of the simulation was appreciated by the young people and this appeal resulted in their immersion with it as a teaching aid. Also of significance was how the ‘Zak’ package was delivered into schools with the staff reporting that the inter-professional training delivered by specialist police trainers and the accompanying materials enhanced the learning and confidence of the teachers on this multi-faceted and complex topic.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Al-Lami, M. (2009). Studies of Radicalisation: State of the Field Report. Politics and International Relations Working Paper, 11(7).
    • Bartlett, J., Birdwell, J., & King, M. (2010), The Edge of Violence. A radical approach to extremism. Retrieved February 4, 2015, from https://www.publicsafety.gc.ca/lbrr/archives/ cn79051148-eng.pdf BBC. (2014). How will government shut out the Trojan horse? Retrieved February 4, 2015, from http://www.bbc.co.uk/news/education-27024881 Bellotti, F., Berta, R., De Gloria, A., Panizza, G., Pellegrino, M., & Primavera, L. (2011) Designing Serious Games for Cultural Heritage Purposes. In S. De Freitas, & P. Maharg (Eds.), Digital Games and Learning (pp. 252-261). London, New York. Continuum International Publishing.
    • Borum, R. (2004). Psychology of Terrorism. Tampa: University of South Florida.
    • Brace, I. (2013) Questionnaire Design: How to Plan, Structure and Write Survey material for effective Market Research. Kogan Page Publishers Brennan, C. (2011). You got pwned! The behaviour of young people online and the issues raised for teachers. Research in Secondary Teacher Education, 1(1), 16-20. Retrieved from http://hdl.handle.net/10552/1176 Davies, L., Harber, C., & Yamashita, H. (2005). Global citizenship: The needs of teachers and learners. London: Department for International Development (DfID).
    • De Freitas, S., & Maharg, P. (Eds.) (2011) Digital Games and Learning. London, New York.
    • Hacker, F. (1976). Crusader Criminals and Crazies: Terror and Terrorism in Our Time. New York: W.W.Norton.
    • Hoffman, B. (2006). Inside Terrorism. NY: Columbia University Press.
    • Laville, S. (2014), Social Media used to recruit new wave of British Jihadis in Syria.
    • Retrieved from http://www.theguardian.com/world/2014/apr/15/social-media-recruit-britishjihadis-syria-twitter-facebook Nulty, D. D. (2008) The adequacy of response rates to online and paper surveys: what can be done? Assessment & Evaluation in Higher Education, 33(3), 301-314. http://dx.doi.org/10.
    • 1080/02602930701293231 Ofsted. (2014) School Inspection Handbook. Manchester.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article