Citizenship to (counter)terrorism: the need to de-securitise the Norwegian education system and create space for democratic resilience

Education for citizenship has been the subject of growing policy and research attention since beginning twenty-first century. Yet, alongside conventional assumptions that school can help young learners develop socio-political attitudes support democratic behaviours, there are political expectations educators will actively prevent terrorism. In Norway, these have had implications educational policy, as objective preventing terrorism was securitised into curriculum in 2020. this article, we scrutinise security governance Norwegian domain examine how precautionary counterterrorism logic cause harmful exclusionary pedagogical practices. Through a detailed qualitative research, demonstrate practices emphasising resilience could be promising approach to counter conflict, extremism violence. Additionally, it is our contention may also de-securitising effect by allowing peacebuilding carried out within normal rules regulations education. regard, de-securitisation allow mobilising students peaceful ends beyond