Education and Extremisms addresses one of the most pressing questions facing societies today: how is education to respond to the challenge of extremism? It argues that the implementation of new teaching techniques, curricular reforms or top-down changes to education policy alone cannot solve the problem of extremism in educational establishments across the world. Instead, the authors of this thought-provoking volume argue that there is a need for those concerned with radicalisation to reconsider the relationship between instrumentalist ideologies shaping education and the multiple forms of extremisms that exist. Beginning with a detailed discussion of the complicated and contested nature of different forms of extremism, including extremism of both a religious and secular nature, the authors show that common assumptions in contemporary discourses on education and extremism are problematic. Chapters in the book provide a careful selection of pertinent and topical case studies, policy analysis and insightful critique of extremist discourses. Taken together, the chapters in the book make a powerful case for re-engaging with liberal education in order to foster values of individual and social enrichment, intellectual freedom, criticality, open-mindedness, flexibility and reflection as antidotes to extremist ideologies. Recognising recent criticisms of liberalism and liberal education, the authors argue for a new understanding of liberal education that is suitable for multicultural societies in a rapidly globalising world. This book is essential reading for academics, researchers and postgraduate students with an interest in religion, citizenship education, liberalism, secularism, counter-terrorism, social policy, Muslim education, youth studies and extremism. It is also relevant to teacher educators, teachers and policymakers.

Within western political, media and academic discourses, Muslim communities are predominantly seen through the prism of their Islamic religiosities, yet there exist within diasporic communities unique and complex secularisms. Drawing on detailed interview and ethnographic material gathered in the UK, this book examines the ways in which a form of secularism - 'non-Islamiosity' - amongst members of the Iranian diaspora shapes ideas and practices of diasporic community and identity, as well as wider social relations. In addition to developing a novel theoretical paradigm to make sense of the manner in which diasporic communities construct and live diasporic identity and consciousness in a way that marginalises, stigmatises or eradicates only 'Islam', Secularism and Identity shows how this approach is used to overcome religiously inculcated ideas and fashion a desirable self, thus creating a new space in which to live and thereby attaining 'freedom'. Calling into question notions of anti-Islamism and Islamophobia, whilst examining secularism as a means or mechanism rather than an end, this volume offers a new understanding of religion as a marker of migrant identity. As such it will appeal to scholars of sociology, anthropology and political science with interests in migration and ethnicity, diasporic communities, the sociology of religion and emerging forms of secularism.

Education and Extremisms addresses one of the most pressing questions facing societies today: how is education to respond to the challenge of extremism? It argues that the implementation of new teaching techniques, curricular reforms or top-down changes to education policy alone cannot solve the problem of extremism in educational establishments across the world. Instead, the authors of this thought-provoking volume argue that there is a need for those concerned with radicalisation to reconsider the relationship between instrumentalist ideologies shaping education and the multiple forms of extremisms that exist. Beginning with a detailed discussion of the complicated and contested nature of different forms of extremism, including extremism of both a religious and secular nature, the authors show that common assumptions in contemporary discourses on education and extremism are problematic. Chapters in the book provide a careful selection of pertinent and topical case studies, policy analysis and insightful critique of extremist discourses. Taken together, the chapters in the book make a powerful case for re-engaging with liberal education in order to foster values of individual and social enrichment, intellectual freedom, criticality, open-mindedness, flexibility and reflection as antidotes to extremist ideologies. Recognising recent criticisms of liberalism and liberal education, the authors argue for a new understanding of liberal education that is suitable for multicultural societies in a rapidly globalising world. This book is essential reading for academics, researchers and postgraduate students with an interest in religion, citizenship education, liberalism, secularism, counter-terrorism, social policy, Muslim education, youth studies and extremism. It is also relevant to teacher educators, teachers and policymakers.

Based on Spolsky's (1989)Model of second Language Learning, the social context plays an important role in developing the set of attitudes towards the target language, its speakers, and the language learning situation resulting in motivation development. The resultant motivation connects with other personal characteristics such as age, personality, capabilities and previous or background knowledge. Bernard Spolsky (1989)claims that all of these variables explain and are responsible for the use learners make out of available learning opportunities. Learning opportunities by themselves interplay between learner and the learning situation which will lead in final outcomes for the learner. In this book, the performance of high school students in Sari, Iran was scrutinized to find out which motivation type is dominant among learners in EFL countries as it is believed that motivation can affect the learners' outcome. Moreover, the students' achievement was investigated to find out whether the students achieve differently if they have instrumental or integrative motivation.