Radicalisation which leads to violent extremism has been a worrisome phenomenon which has assumed global dimension and has engaged the attention and concern of governments, civil society, security agencies and institutions. The violent aspect of radicalisation has greatly decimated populations, maimed innocent citizens and destroyed unqualified number of property. This negatively affects the social-economic and political development of affected nations. Religion which occupies a central position in human life becomes a medium of propagating this socio-political conflict into a moral one. This research surmises that the misuse of Religion is executed by those whose motivations and aims have a predominant religious influence is rooted in the misinterpretation of theological epithets, or it could be the result of extreme forms of delusion that may alter reality, and thus subject an individual or a group of people to distorted versions of religious facts and episodes. The research uses ...

This study investigates the role that education can play in mitigating radicalisation of students. The violent acts of radicalisation have caused diverse effects in education sector in Kenya. The research uses Kant’s philosophy of categorical imperative as its theoretical framework. The theory states that we should always treat people as an end rather than means to an end. The research reveals that the focus on training of highly skilled labour at the expense of instilling values in learners makes it possible for radical elements to target them and use them as means for their political end. As a result of this their dignity is denied. To sort out the problem, the research proposes pedagogical reorientation, a pedagogy that will instill a critical mind to the learners and make them autonomous rather than heteronymous. This study addresses the philosophical approach to the issue of terror and radicalisation of students in schools and how education can be used to tackle the problem. The suggestions given to the study on how to mitigate the threat of radicalisation will benefit the stake holders among them teachers, education managers and guardians. The study can be used to enhance the development of a curriculum that addresses the issue of radicalism in schools. The study also recommends that Kant’s categorical imperative be adopted as a philosophical base for education in Kenya, whereby the curriculum be readjusted to embrace peace education and finally integration of different religions in Kenya so as to be taught as single subject which is to be renamed Religious Studies.

This study investigates the role that education can play in mitigating radicalisation of students. The violent acts of radicalisation have caused diverse effects in education sector in Kenya. The research uses Kant's philosophy of categorical imperative as its theoretical framework. The theory states that we should always treat people as an end rather than means to an end. The research reveals that the focus on training of highly skilled labour at the expense of instilling values in learners makes it possible for radical elements to target them and use them as means for their political end. As a result of this their dignity is denied. To sort out the problem, the research proposes pedagogical reorientation, a pedagogy that will instill a critical mind to the learners and make them autonomous rather than heteronymous. This study addresses the philosophical approach to the issue of terror and radicalisation of students in schools and how education can be used to tackle the problem...

The purpose of this research is to philosophically investigate the role that education can play in mitigating radicalisation of school going children. The violent acts of radicalisation have caused diverse effects in education sector in Kenya. The research is guided by Kant’s philosophy of categorical imperative as its theoretical framework. This theory states that we should always treat people as an end rather than means to an end. The research found out that the focus on training of highly skilled labour at the expense of instilling values in learners, makes it possible for radical elements to target them and use them as means for their political end. The research proposes the need of an education for an end that instills a sense of duty to learners. This will help them value themselves and others. There is also need for education to instill the sense of autonomy in learners so that they cannot be easily indoctrinated by the radical ideologies. The study recommends that there is n...

The focus for this study was on drivers of radicalization amongst students and how they can be addressed using school curriculum. The objectives that guided the study were (i) To determine the drivers of radicalization amongst students in Kamukunji SubCounty Kenya (ii) To establish ways in which the drivers of radicalization have been addressed using the school curriculum in Kenya (iii) To investigate the extent to which the school curriculum has been used to cater for drivers of radicalization in schools. This study used triangulation mixed method research design and was carried out in Kamukunji Sub-County, Nairobi County, Kenya. Study sample comprised of 259 respondents and the research instruments used were questionnaires and interview guides. Data was analysed both quantitatively and qualitatively. The findings for this study revealed that poverty, peer pressure, religion, need to belong, illiteracy and use of internet were some of the drivers of radicalisation in Kamukunji Sub-...

The numerous killings of non-Muslims by Muslim jihadi groups in Kenya, have fuelled ethno-religious tensions manifested in hatred and anger against the entire Muslim community. Though anti-jihadi Muslims have rightly condemned the targeting of their non-Muslim countrymen by the jihadists, the Christian leaders have not been satisfied by their counterpart's internal self-criticism. There are suspicions from Christians, even when anti-jihadi Muslims disassociate themselves from the heinous criminal acts of the jihadists, that all Muslims are the same, and posing a threat to peace in the country. In this context, there has arisen two theories of why we do have jihadist Islam in Kenya, and, for that matter, in other parts of the world. The one argument is that it is due to the social and economic marginalisation and exclusion of Muslims from the dominant and governing hegemony of the mainly Christian-affiliated parties in the country. This causes discontent and dissatisfaction among Muslims, especially among the poor and underprivileged, with the result of their radicalisation, attraction and exposure to, the jihadi groups. The other argument, and this coming from the Christian side, is that Muslims are not the only ones economically marginalized in the country. For them, one of the main factors for the radicalisation of some Muslims and their joining of jihadi groups, is the indoctrination by charismatic Muslim leaders (imams). Foregrounding the potency of both these accounts for explaining why some Muslims join the jihadi movement, as well as why we have jihadi violence (especially against Christians in Kenya), this article addresses these two theories and attempts to point to a

The world is increasingly faced with a threat of extreme violence which is preceded by radicalization processes. Religious institutions have played a vital role towards pursuit of peace and social justice. In Kenya there has been rapid growth of radicalization in the last two decades. In Mombasa, radicalization of youth has spread given the existing strong structural foundations. The purpose of this study was to assess the influence of religious groups' engagement in the prevention of youth radicalization in the County. A descriptive research design entailing mixed methods focusing on qualitative and quantitative research approach was used. The study population comprised of radicalized, de-radicalized and non-radicalized youths, police, chiefs and County commissioner, media personalities, civil society organizations representatives, village elders and religious groups. The sample size was 228 respondents sampled using snowballing, random and purposive sampling. Data was collected by questionnaire, Key informant interviews and Focus group discussions. The study established that inasmuch as there have been various interventions by religious groups addressing youth radicalization, the interventions are ineffective and therefore the influence is not able to attract many youths to desist from radicalization.

The focus for this study is on relevance of secondary school curriculum content towards youth radicalisation prevention in schools. The objectives that guided the study were (i) To determine ways in which the current secondary school curriculum content is relevant in radicalisation prevention in Kenya (ii) To identify subjects that contain relevant content to radicalization prevention (iii) To gather suggestions for improving the current secondary school curriculum for radicalisation prevention in schools. This study used triangulation mixed method research design and was carried out in Kamukunji Sub-County, Nairobi County, Kenya. Study sample comprised of 259 respondents who were used to collect information using questionnaires, interview guides, and document analysis guides. Data was analysed both quantitatively and qualitatively. Findings revealed that subjects such as History, Religious Education and Life Skills Education (LSE) contained some content on promoting peace, respect,...

This study unfurls the role of higher Education institutions in Nigeria, towards fighting terrorism through preventing and countering radicalization and violent extremism. The paper is moved towards the establishment of an advisory body for the higher Educational institutions, with the core task of developing measures to counter radicalization and violent extremism. Interviews with specialists, students, political stakeholders and institutional top management in the field of terrorism and radicalization in Nigeria higher education were conducted in an attempt to identify strategy that could be appropriate to Universities for purpose of this study, the interviews constitute the basis of this study together with analysis of relevant literatures. Counter radicalization and violent extremism are complex and a multifaceted field with a shortage of empirical data aimed at finding out if there is prevalence of violent extremism and radicalism in Nigeria, the paper sees to examine the link between education, radicalism and violent extremism. Using the simple random sampling technic, primary and secondary sources of information, analyzing with frequent table based on sample percentage. The Discussion of findings states that radicalization and violent extremism occurs in Nigeria, also religion has an impact in radicalization and violent extremism, furthermore free speech and freedom will promote radicalism and extremism. Measures built in countering radicalization and violent extremism for higher educations in Nigerian institutions should not be limited to institutions but extended to the society, it should be government oriented.

Every religion could be a source of peace as well as a source of violence. There is a great need to rethink Islam, particularly in the context of alienation and terrorism-branding that dominates the world of today. After September 11th the discussion about Islam and violence became the most favorite topic in the media, while one of the major and very important objectives of Islam is the establishment of human rational conduct and understanding instead of blindly following tradition and copying the past. In our modern era it became essential to present an understanding and explanation of religion, which explicate the universal dimension and critically explain the limited significance of its historical dimension. The problem with 'fundamentalism' as a mode of exclusive way of thinking that could automatically lead to violence and terrorism, is that it explicate only the historical dimension of a certain religion and present it as the eternal religious truth. Therefore in this ...