Discussing Terrorism in the Classroom – Adopting an Empathizing and Historical Perspective: A Research Note

Beatrice de Graaf, Nikki Sterkenburg, Jorin Dijkstra and Tessa Glas

Studies in Conflict and Terrorism, 2024, vol. 47, issue 1, 98-114

Abstract: In this article, we examine the pre-existing state of knowledge, attitudes and sentiments that pupils have and display in relation to terrorism and violent extremism. Based on our experiences with our historical-pedagogical TerInfo project, we propose a new approach for dealing with these topics in the classroom: the adoption of an historicizing approach in teaching about terrorism in class. This approach relies on the creation of a historical framework that serves as a tool to both deal with emotions of shock and panic, and to help teachers and pupils find an objectified ground to discuss terrorism on a knowledge-informed base.

Date: 2024
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DOI: 10.1080/1057610X.2023.2229088

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