Violent extremism is not new, but we have witnessed its rise to the point that it has become a defining issue of our time. We cannot brush it aside any longer: it characterizes who we are as a people and as a global society. Why is violent extremism rising? What are its drivers and triggers? These questions must be asked and answered first, and Teaching in a World of Violent Extremism takes up the questions and the answers. In an effort to end violent extremism, the next questions that must be pursued are these: How shall we prevent and undo extremism, especially the militant and violent kind? In this world of violent extremism, what curriculum designs, educational programs, and pedagogies shall we employ to develop competent citizens, civic leaders, and pastors, as well as resilient communities?

SangSaeng(상생) is an English magazine published two times a year by the Asia-Pacific Centre of Education for International Understanding (APCEIU) under the auspices of UNESCO. SangSaeng aims to be a forum for constructive discussion of issues, methods and experiences in the area of education for international understanding-including education for peace, human rights, cultural diversity and sustainable development. SangSaeng also seeks to promote Global Citizenship Education, which is one the three priorities of Global Education First Initiative launched by the United Nations in 2012. SangSaeng (상생/相生) is originated from a word with two Chinese characters:相 and 生. Sang (相) means 'mutual' (each other) and Saeng (生), meaning 'life'. Put together, they mean "living together" and "helping each other". The 48th issue of SangSaeng, “Learning to Live Together in a Challenging World,” has been published. With nationalism on the rise and support for populist perspectives, this edition of SangSaeng emphasizes the global community’s efforts for tolerance and learning to live together. It contains articles reminding us of the importance of empowering learners to assume active roles to face and resolve global challenges.

How can we use psychology and the behavioural sciences to aid law enforcement to better identify violent extremists? What can we learn from past attacks to ensure that our society is more prepared? How can societies deal with tension after these attacks?Violent extremists are evolving, constantly honing their strategies to out-manuever the 'good guys'. Faced with the quandary, challenges, and responsibilities of ensuring the safety of the society, practitioners and policymakers have to take decisive steps to respond and mitigate the impact of an attack. However, the daunting task of countering violent extremism is still plagued by the lack of basic understanding of the phenomenon.This book, Learning from Violent Extremist Attacks: Behavioural Sciences Insights for Practitioners and Policymakers, attempts to fill a gap in the extant literature by offering a behavioural sciences approach to integrate our understanding of the threat of violent extremism, with knowledge drawn from diverse fields, such as psychology, sociology, history, political science, technology, and communications to identify the lessons learned and provide scientifically defensible interventions and approaches for both the practitioners and policymakers.

This comprehensive chronology provides coverage of every international terrorist attack covered in public literature--including newspapers, news magazines, radio, television, websites, and other media--from 2008 through 2012, plus updates on events that occurred before that period. It notes trends in suicide bombings, violence against Western and local hostages, letter bombs, food tampering, major assassinations, and other attacks by terrorists of all stripes. Changes in security measures around the world are also included, as are the key players in each event, ranging from terrorists to victims to individuals trying to prevent the next attack.

This timely 2 volume edited collection looks at the extent and nature of global jihad, focusing on the often-exoticised hinterlands of jihad beyond the traditionally viewed Middle Eastern 'centre'. As ISIS loses its footing in Syria and Iraq and al-Qaeda regroups, this comprehensive account will be a key work in the on-going battle to better understand the dynamics of jihad's global reality. The two volumes critically examine the various claims of connections between jihadist terrorism in the 'periphery', remote Islamist insurgencies of the 'periphery' and the global jihad. Each volume draws on experts in each of the geographies in question.

In the spirit of Ivan Illich’s 1968 speech ‘To hell with good intentions’, the book takes aim at a ubiquitous form of contemporary ideology, namely the concept of global citizenship. Its characteristic discourse can be found inhabiting a nexus of four complexes of ‘ruling’ institutions, namely universities with their international service learning, the United Nations and allied international institutions bent on global citizenship education, international non-governmental organizations and foundations promoting social entrepreneurship, and global corporations and their mouthpieces pitching corporate social responsibility and sustainable development. The question is: in the context of Northern or Western imperialism and US-led, neoliberal, global, corporate capitalism, and the planetary Armageddon they are wringing, what is the concept of global citizenship doing for these institutions? The studies in the book put this question to each of these four institutional complexes from broadly political-economic and post-colonial premises, focusing on the concept’s discursive use, against the background of the mounting production of the global non-citizen as the global citizen’s ‘other’. Addressed to all users of the concept of global citizen(ship) from university students and faculty in global studies to social entrepreneurs and United Nations bureaucrats, the book’s studies ultimately ask whether the idea helps or hinders the global quest for social and economic justice.