Can education counteract extremism? : A study on future civic teachers’ view teaching as a preventive measure against extremism

This study examines future civics teachers’ views on their role in mediating democratic values and preventing extremist thoughts through teaching. By conducting five semi-structured interviews with teaching students, their reflections on how students’ resilience to extremism and democratic development can be strengthened are analyzed. The analysis is conducted using a thematic approach, with results interpreted by Thornberg’s hierarchical model and Kohlberg’s theory of moral development. The results highlight both challenges and opportunities in teaching about extremism and democracy, and indicate that future civics teachers require support to effectively address these issues. Important prerequisites for teaching about extremism is that teachers feel secure and that the classroom environment has an openness and feels safe. How we work to convey these values is crucial in order to bring forth active, democratic citizens in society. This study contributes to a deeper understanding of how civics teachers can play a crucial role in promoting democracy and preventing extremism.