The Role of Coloniality, Decoloniality, and Education in Shaping Perspectives on Extremism : Exploring Perceptions Among Students in Bangladesh

This book extends a comprehensive overview of the treatment of extremism in education in Bangladesh, using a study of perceptions among students to explore proactive measures for the prevention of various types and forms of extremism prevalent among youth.It offers a critical, holistic, and student-centred study of the role of formal education in shaping perceptions of extremism and intersectional differences among individuals, drawing on data from university students. The author employs post-colonial theory and multicultural educational approaches to highlight how understandings of extremism differ across young adults and policymakers. Ultimately, it demonstrates that students'overall understanding of extremism is much broader than that of policymakers, and how understandings differ between male and female students at the intersection of rural and urban locations and socio-economic positions. As such, it foregrounds a need to involve and organize formal education as a proactive means to raise awareness and counter all forms of extremism, through incorporating specific teaching strategies into pedagogical practices to foster an anti-communalist, humanistic, critical multicultural, and cosmopolitan outlook among students.It will appeal to scholars and researchers with interests across multicultural education, comparative and international education, the sociology of education, extremism, and conflict and peace studies. Cover Half Title Series Page Title Page Copyright Page Dedication Dedication Contents Figures Tables Foreword Preface Acknowledgement Table of Acronyms Glossary of Terms/Concepts/Phrases 1. Introduction: Context, Concepts, Contributions, and Chapter Synopsys 1.1 Context and Rationale of this Book 1.2 Objective, Questions, and Conceptual Clarification 1.2.1 Objective 1.2.2 Research Questions 1.2.3 Conceptual Clarifications 1.2.3.1 Extremism, Terrorism, and Radicalization 1.2.3.2 Perception of Extremism 1.2.3.3 Countering Extremism: Hard Measures vs Soft Measures 1.2.3.4 Perception of Extremism 1.2.3.5 Formal Public Education 1.2.3.6 Perceptions Regarding the Role of Formal Education in Shaping the Views of Extremism 1.2.3.7 Intersectional Differences 1.3 The Contribution of this Book to the Advancement of Knowledge 1.3.1 Implications for the Literature 1.3.2 Implications for the Theoretical Perspectives 1.4 Outline of the Book Notes References 2. The State, Origin, and History of Extremism and Counter-extremism Measures in Bangladesh 2.1 History of Bangladesh and the Origin of Extremism in the Territory 2.2 State of Extremism in Bangladesh 2.2.1 Islamist Terrorism 2.2.2 Religious Communalism and Other Forms of Islamist Extremism 2.2.3 Extreme Secularism and Anti-religious Extreme Atheism 2.2.4 Political Extremism 2.2.5 Bengali Nationalism 2.2.6 Misogynism: Gender Essentialism, Sexual Bigotry, and Violence against Women 2.2.7 Leftist Rebellion 2.2.8 Jumma Separatism 2.2.9 A Brief Picture of the Attributes of Extremism in Bangladesh 2.3 Measures in Preventing and Countering Extremism in Bangladesh 2.3.1 Policies and Legislations on CVE 2.3.2 Committees, Counterterrorism, and Transnational Crime Unit (CTTC) 2.3.3 Banning Homegrown and International Extremist Groups 2.3.4 Awareness Building Campaigns in CVE 2.3.4.1 Anti-terrorist Advertisement on Television in Bangladesh 2.3.4.2 Involvement of Imams (Religious Clerics) 2.3.4.3 Seminars, Workshops, and Movies in Countering Extremism 2.3.5 Education in CVE 2.3.5.1 An Overview of the Education System in Bangladesh 2.3.5.2 Updating and Recognizing Religious Education 2.3.5.3 Engaging Non-religious Mainstream Education 2.4 Gaps between the Present State of Extremism and Counterterrorism Measures 2.5 Chapter Summary Notes References 3. Post-colonial Theories and Educational Approaches on the Perceptions of Extremism 3.1 Introduction 3.2 Postcolonialism, Coloniality, and Decoloniality 3.2.1 Superiority of the West over the Non-West: Ideologies, Cultures, and Gender Relations 3.2.2 Intra-non-western Subalternity: Dominance within a Country 3.2.3 Cultural Hybridity: Agency of the Global "Others" and the Potential of Rising Extremism 3.2.4 From Colonialism to Extremism: Decoloniality as a Contemporary Approach 3.2.5 Dominant Worldviews that Govern Individuals in Post-colonial Bangladesh 3.2.5.1 Colonial Imprints on Some Worldviews that Organize Various Institutions 3.2.5.2 Worldviews that Reflect Some Decolonial Values 3.3 Formal Education as a Means of Governmentality in a Post-colonial Country 3.3.1 Problems with Colonial and Neo-liberal Education 3.3.2 Colonial Imprints on Formal Education and Decolonization Approaches in Bangladesh 3.4 Decolonizing Approaches to Education 3.4.1 Caring in Education 3.4.2 Critical Multicultural Education 3.4.3 Non-communal and Humanistic Approaches 3.5 Intersectional Considerations 3.6 Theoretical Assumptions and Analytical Framework of This Study 3.7 Chapter Summary Note References 4. Methodological Perspectives: An Investigative Framework Based on Institutional Ethnography (IE) and Narrative Inquiry (NI) 4.1 Introduction 4.2 Philosophical Foundations of the Methodological Framework 4.3 Ethical Considerations 4.4 Data Collection Approaches 4.4.1 Active Participatory Discussion Sessions (APDSs) in Classroom Settings 4.4.2 Focus Group Discussions (FGDs) 4.4.3 In-depth Interviews (IDIs) 4.5 Methods of Data Analysis 4.6 Validation of My Inquiry: Accuracy of My Findings 4.7 Participants' Information by Gender, Rural/Urban Location, and Socio-economic Status 4.8 Chapter Summary References 5. Analysis of Field Data (1): Perceptions of Extremism Among Young Adults in Bangladesh 5.1 Introduction 5.2 Extremism Is Mainly Associated with Religion 5.2.1 Islamist Terrorism at First Thought 5.2.2 Other Forms of Islamist Extremism Beyond Terrorism 5.2.3 Extremism in Other Major Religions 5.2.4 Anti-religious Extreme Atheism 5.3 Types/Forms of Extremism Not Associated to Religion 5.3.1 Political Extremism 5.3.2 Misogyny and Other Forms of Gender-based Violence 5.3.3 Bengali Ethnocentrism Imposed by the Government 5.3.4 Radical Feminism 5.3.5 Other Things Participants Mentioned as Distinct Types and Forms of Extremism 5.4 Extremism Is Pervasive But a Few Types/Forms Are Threatening 5.5 Extremism, as a Concept, Is Puzzling and Much Broader Than It Is Speculated 5.5.1 Definitions of Extremism 5.5.2 Objectives: Nothing but Personal Benefits 5.5.3 Activities 5.5.3.1 Bombings, Terrorist Attacks, and Killings 5.5.3.2 Delivering Sermons that Instigate Extremism 5.5.3.3 Spreading Rumours and Fake News through Social Media 5.5.3.4 Extortion, Violence, and Murder 5.5.3.5 Bullying and Ragging at Educational Institutes 5.5.3.6 Rape, Wife-beating, and Provoking Activities against Women's Freedom 5.5.3.7 Grabbing Land and Forests in the Name of Development 5.5.3.8 Insensitive Writings 5.5.4 Signs, Symbols, and Characteristics 5.5.4.1 Lack of Tolerance 5.5.4.2 Hurtful Behaviour towards Others, Violent, and Ferocious in Nature 5.5.4.3 Isolated, Less Friendly, and Aggressive in Conversation 5.5.4.4 Sudden Changes in Personality and Lifestyles 5.5.4.5 Do Not Regret Their Violent Acts 5.5.4.6 Particular Symbols and Clothings Attached to Particular Groups 5.5.4.7 Hold a Sense of Superiority 5.5.5 Roots and Origin: External Factors 5.5.5.1 Misuse and Misinterpretation of Sacred Texts 5.5.5.2 Abuse of Political Philosophies for the Sake of Power 5.5.5.3 Unhealthy Competitions among Various Groups 5.5.5.4 Colonial Legacies and Conspiracy Theories 5.5.5.5 Global Weapon Business 5.5.5.6 Identity Crisis as a Nation 5.5.6 Causes: Internal Factors 5.5.6.1 Oppression, Frustration, Discrimination, and Deprivation 5.5.6.2 Lack of Proper Education 5.5.6.3 Problems in the Socialization Process 5.5.6.4 Lack of Secure Accommodation 5.6 Chapter Summary Notes References 6. Analysis of Field Data (2): Role of Formal Education on Shaping the Perceptions 6.1 Introduction 6.2 Impact of Formal Education on Students' Knowledge of Extremism 6.3 Focused on Islamist Fundamentalism/Terrorism 6.4 Some Elements in the K-12 Formal Education Can Promote Extremism 6.4.1 Curriculum and Textbooks Are Not Logical and Inclusive 6.4.2 Inadequate Focus on Extremism and Social/Communal Harmony 6.4.3 Content that Could Prevent Extremism is Ignored and Misconstrued 6.4.4 Lack of Uniform Religious Education and Moral Studies 6.4.5 Depiction of the Majority Ethnic People and a Dominant Religious Group 6.4.6 Gender-Biased Education 6.4.7 Education Represents a Particular Social Class and Promotes Class-Based Division 6.4.8 Inexperienced and Insensitive Teachers 6.4.9 No Discussion on Political Ideologies Although Political Parties Are Active in Schools 6.4.10 The Practice of Bullying among Students 6.4.11 Focused on Grades and Career 6.4.12 Need for Facilities for Curricular and Extra-curricular Activities 6.4.13 Lack of Psycho-social Counselling for Students 6.4.14 Need for a Comprehensive Education Policy 6.5 Chapter Summary 7. Analysis of Field Data (3): Difference in the Perceptions of Extremism Among Individuals at the Intersectionality of Various Social Divisions 7.1 Introduction 7.2 Perceptions of Males and Females Regardless of Their Positionalities 7.2.1 Issues Highlighted by Females 7.2.2 Issues Highlighted More by Males 7.3 Perceptions of Males and Females at the Intersectionality of Rural/Urban Locations 7.3.1 Differences between Rural Females and Urban Females 7.3.2 Differences Between Rural Males and Urban Males 7.4 Perceptions of Males and Females Based on Their Socio-economic Conditions 7.5 Perceptions of Males and Females at the Intersectionality of Various Social Categories 7.5.1 Intragroup Differences among Females Based on Positionality 7.5.2 Intragroup Differences Among Males Based on Positionality 7.6 Chapter Summary 8. Paradoxes in the Perceptions of Extremism: A Critical Review 8.1 Perceptions of Extremism: Within and Beyond the Operational Definition 8.2 Coloniality in the Views of Extremism and the K-12 Formal Education in Bangladesh 8.2.1 US Hegemony in the Perceptions of Extremism 8.2.2 Pro-Islamist Counter-Hegemonies against Anti-Islamic Discourses 8.2.3 Rhetoric against Some Transformative Ideologies and Leading Intellectuals 8.2.4 Organization of Western Hegemonies in Formal Education 8.2.5 Organization of Islamist, Gendered, and Ethnocentric Values in the K-12 Education 8.3 Decoloniality in the Views of Extremism and Educational Approaches 8.3.1 Reflection of Students' Observations and Experiences about Their Perceptions 8.3.2 Root Causes of Extremism 8.3.3 Challenging the Idea of the Western Style of Nationalism 8.3.4 Extremism Is a Fluid and Relative Term 8.3.5 Decolonial Approaches are Rarely Evident 8.4 Differences in the Perceptions at the Intersectionality of Various Social Categories 8.5 Chapter Summary References 9. Summary, Conclusion, and Recommendations 9.1 Introduction/Chapter Overview 9.2 Summary 9.3 Conclusions 9.4 Recommendations 9.4.1 Recommendations for Policymakers and Law Enforcement Agencies 9.4.2 Recommendations for Educational Actors 9.5 Limitations 9.5.1 Time for the Fieldwork 9.5.2 Problems in Translation 9.6 Suggestions for Future Research 9.7 Concluding Remarks References Appendices Appendix 2: Demographic profile of the participants of APDSs, FGDs, and IDIs Index