EU-Project EDURAD

ADDRESSING VIOLENT RADICALISATION: A MULTI- ACTOR RESPONSE THROUGH EDUCATION/ EDURAD

The EDURAD project aims to build on existing research and practices in order to develop a multi-actor, effective, and comprehensive educational approach to address both the radicalization process and the violence associated with it. The priority area on which the project focuses is the education sector, adopting a broad perspective that includes formal, informal, and non- formal education. This broad lens is intentional as it ensures that the impact is far-reaching, more effective, and sustainable, and also involves both macro-level policy actors as well as grassroots local community actors taking into account cultural, religious, and social sensitivities. This approach on Preventing Violent Extremism through Education (PVE-E) is two-pronged. First, it involves the creation of interdisciplinary, local, and inter-sectorial networks called ‘PVE-E hubs’ to produce new knowledge, enhance awareness, and build the capacity of teachers, parents/guardians, youth, community NGOs, and religious leaders. Second, it involves the development of pedagogical ‘PVE-Etools’ in the form of online modules that can be taught in history, politics, or civics lessons, and training programmes with educators on how to successfully use them.

Expected Outputs: Online database; review of existing PVE-E approaches, organisations and tools; local and European PVE-E hubs; digital PVE-E modules
Expected Outcomes: Development of PVE-E skills, long-term pools of expertise in the form of international networks; development of PVE-E tools and capacity of organisations and teachers; improved capability of relevant stakeholders to prevent radicalisation leading to violent extremism

• Development and implementation of tested tools for preventing radicalisation, with a high degree of transferability to other (local) contexts and in other countries in Europe

• Sustained community engagement aiming at preventing radicalisation, focusing on NGOs, religious leaders, teachers, and parents/guardians of secondary school students

• Increased capacity-building and support of local prevent actors such as NGOs, religious leaders, and teachers through the provision of an institutional physical and intellectual space for the exchange of resources for tailored training programmes, allowing them to receive feedback and guidance on implementing specific initiatives

• Increased cooperation between local actors in different Member States aiming at the development of common prevent projects building on complementary capacities and knowledge.

Project co-ordination: Universität für künstlerische und industrielle Gestaltung Linz / Abteilung Mediengestaltung

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