PRACTICE – PREVENTING RADICALISM THROUGH CRITICAL THINKING COMPETENCES

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PRACTICE – PREVENTING RADICALISM THROUGH CRITICAL THINKING COMPETENCES

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PRACTICE – PREVENTING RADICALISM THROUGH CRITICAL THINKING COMPETENCES

The Paris Declaration (2015) states teachers need new skills & competences to deal with complex classroom realities & to confidently respond to diversified groups, and the continuing professional development (CPD) programmes have been recognised as not always sufficiently relevant to teachers’ needs and challenges they face.

To respond to these needs, PRACTICE will innovate CPD approaches whilst responding to relevant need of teaching methods applicable to diverse learners with the aim to prevent radicalisation.

Across Europe, schools have a key role to play in preventing radicalisation by promoting common European values, fostering social inclusion, enhancing mutual understanding & tolerance, and developing students’ critical thinking about controversial and sensitive issues as a key protective factor against radicalisation.

PRACTICE addresses current challenges & needs of preventing radicalisation in school & of supporting opportunities for teachers’ continuing professional development in this area, by developing, testing & disseminating an innovative approach, using participatory methods collaborative process, that involve 7 partner organisations and 120 teachers in 6 European countries.

ACTIVITIES AND RESULTS

  • COMPARATIVE RESEARCH REPORT
    Based on a Desk-based research & a Primary Research through interviews and focus group with more than 100 teachers, education professionals and stakeholders, the report analyses the context, policy and practices about CPD, critical thinking teaching and Radicalisation prevention in the school sector in Italy, Austria, Denmark, Germany, Greece and UK.
  • RADICALISATION PREVENTION PROGRAMME

    An Open Educational Resource (OER) with innovative tools for secondary school teachers and educational support staff to work effectively with students on critical thinking and radicalism prevention.
    The programme includes:
    - A first part with theoretical backgrounds related to the phenomenon of Radicalisation and the role of school for its prevention, as well as strategies and methods addressed to teachers to develop Critical Thinking Skills; 
    - A second part with a catalogue of more than 50 non-formal education activities that teachers can use directly in classroom to address controversial issues upon which students can have misinformed views and polarised positions..

  • GUIDELINES FOR TEACHERS

    A useful handbook providing guiding materials to support teachers' in the active use of the PRACTICE Prevention Programme, thereby contributing to an ongoing professional qualification of teachers around Europe.
    The Handbook is a valid tool to strengthening awareness of signs in the classroom of lack of wellbeing, exclusion and alienation, as well as a solid introduction of radicalisation and other sensitive phenomena in the classroom, for a correct use of the Radicalisation Prevention Programme in classroom, providing background, information and advice on how to manage and deal with issues of radicalisation in the school setting.

  • POLICY RECOMMENDATIONS PAPER
    A paper aimed to influence policy makers for improving current policies and strategies about CPD innovation, Critical thinking teaching & Radicalism prevention in school making them more relevant to today’s classroom and school environments.

Further readings, videos and resources here: https://practice-school.eu/resources/

PARTNERS

FUNDING INSTITUTION

Erasmus+; KA2 Cooperation for innovation and the exchange of good practices – Strategic Partnerships for school education

 

PROJECT DURATION

01/09/2018 – 31/10/2021

 

CONTACTS

CSC:  antonella.alessi@danilodolci.org