The ERC program is based on the principles of learning as a (a) continuous phenomenon following the cognitive development of the child the content proceeds from simple to complex, from the concrete to the abstract. [...] To this end, a mixed methods approach was utilized consisting of a standardized questionnaire to measure open-mindedness of the teacher education students before and after an ERC course (quantitative data), and interviews with the professors of the ERC courses as well as a handful of the students (qualitative data) who had done the qualitative questionnaire. [...] All qualitative data were thematically analyzed (using NVivo software) to evaluate the participants’ open-mindedness, the nature of the content related to violent extremism used in class, and the experience of students and professors (in teaching the content). [...] Obtaining the perceptions of students and professors of the ERC program in relation to violent extremism is to identify to what extent they believe the ERC program could help students become more resilient against extremism and radicalization. [...] In the same vein, A (UQ) also explained how she highlights and draws the attention of the students to their real experiences with different groups within the same community in the multicultural context of Montreal.
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