I found these (((UNESCO))) pdf and video (guess the race of most of the extremists shown in the video) while I was following some synchronicities.
Here's a couple of excerpts:
>Indeed, mothers and fathers can exert a particularly constructive influence if they know how to communicate with children in meaningful ways, without moralizing. When mothers are informed, supported and empowered, they are well-positioned to identify potential vulnerabilities.
>Fathers and other male family members have a notable responsibility to value and demonstrate non-violent models of masculinity.
>Furthermore, as women and girls are severely affected by extremist violence, women’s needs, and rights should be promoted through prevention efforts, as well as their leadership in such initiatives. This includes ensuring that, in the school context, women, notably young women, are given the opportunity to make their voices heard on the school climate. The assumption is that if empowered and given the right support, young women can play a mitigating role regarding the spread of violent extremism and radicalization leading to violence among their peers. Equally important are gender-specific disengagement, rehabilitation and reintegration options for women and men, which can help at-risk individuals to heal from the violence (notably gender-based violence), should they themselves have been victims of violent extremism while members of such groups.
>Resilience to violent extremism involves resistance to simplistic, one-dimensional truths and messages that condone or even exalt hatred and the use of violence as a means to resolve problems. Research shows that certain cognitive, social and emotional skills can help learners resist such narrow perspectives. The ability to think critically and understand that there are a multiplicity of viewpoints constitutes one such skill. It enables students to see things from more than one perspective and to seek evidence for perspectives imposed by others. It also emphasizes objective learning, thereby reducing the risk of acting upon immediate emotions or limited information and falling prey to conspiracy theories.
>By creating safe spaces for constructive dialogue, where learners experience non-conflictual discussions on controversial topics, education systems help learners develop a personal understanding of complex issues and question their own assumptions and those of others. Learners can also sharpen their ability to dialogue respectfully, anticipate responses, manage their emotions and challenge prejudice. Finally, if these discussions are well prepared and managed, learners can understand the flaws in, and manipulations of, less reliable sources of information which feed into conspiracy theories.
