Cultural Diversity Literature week 7 (Radicalization), Universiteit Utrecht

Hoe je dit kan lezen:
Zwart: informatie of vragen vanuit de 'reading guide'
Blauw: mijn uitwerkingen op de vragen
Rood: aanvullingen op mijn uitwerkingen n.a.v. de werkgroep

Cultural diversity 2019-2020. Reading guide week 7
This week’s readings are about the process of radicalization of young people and how educators can deal with radicalization. The article of Young could be a good starting point to read. It describes the process of radicalization and summaries possible intervention strategies by different stakeholders. The article of Aiello describes intervention strategies in different European countries. Leeman is about the influence of teachers on radicalization and Sikkens is about parents.

Leeman, L. & Wardekker, W. (2013) The contested professionalism of teachers meeting radicalising youth in their classrooms. International Journal of Inclusive Education, 17:10, 1053-1066, doi: 10.1080/13603116.2012.729228

Leeman. This article zooms in on the problems teachers face while creating a safe place like Aiello suggested. The article is about the difficulties that teachers experience to achieve inclusive education in an multicultural setting. The authors present the structure of the article in the final paragraph of the introduction. The paragraph Typically Dutch is about the context in which they operate and helps the reader to understand the dilemma teachers face, as described later in the paper. In the paragraphs Inclusiveness, Trust and Practical consequences the authors present a theoretical framework based on literature research. Next the authors describe their research method and in paragraphs The problem definition and The possibilities for action, they present their findings. It’s important to understand the dilemma teachers experience and the three points where teachers can use help according the authors as presented in Discussion from a pedagogical perspective.

1. What is the main question?

In a diverse and unjust world, teachers experience difficulties to achieve inclusive education. In parts of the western world, including the Netherlands, the very possibility of a combination of ethnic and cultural diversity and common citizenship has come into question. Meanwhile some youngsters are in the process of radicalisation. We illustrate the problem definitions of teachers and teacher trainers with a case study of a professional learning activity in Amsterdam. This is followed by a critical discussion based on a pedagogical view on education.
This contribution focuses on the contested professionalism of teachers. It addresses the aims of education in a diverse world and the issue of creating inclusive relationships in the classroom across cultural, religious and political difference. We argue for the ideal of an inclusive, transcendent identity that guides teaching and the professional development of teachers as well.

2. In what way is the question answered?

See above

3. Which theories and key concepts are described?

Keywords:
teacher professionalism;
inclusive education;
citizenship;

democratic attitude;
radicalisation

4. What are the main results and or conclusions?

When teachers do not openly discuss their own position within the system, this may seem ‘neutral’ to them, but in fact it may prevent Muslim pupils trusting them, as they might perceive this position as directed against them. Using trusted people from the pupils’ own cultural group as mediators is probably a strategy to be recommended. However, this requires teachers to understand themselves as part of the problem and the role they play in their pupils’ lives over and above transmitting subject-based knowledge.

It is clear that teachers and teacher educators are willing, and indeed feel a need, to handle perceived intercultural conflicts in a positive way. However, they have not linked this to an elaborated ideal about citizenship in the present global world. They keep thinking in terms of open communication lines and safe learning environments.

Moreover, prevention of polarisation and radicalisation does not take place in school practices that are isolated from society. It is not a matter of individual pupils, but of interacting persons and groups in a field of power relations. In schools, conflicting loyalties, differences in social capital and in perceived future possibilities, and group pressures are elements of the process of moral education. Ideal teachers have an inquiring attitude, and analytical powers and insights, making them aware of such relations in society and in the practice of education, and ultimately of their own societal and historical position as teachers (Kincheloe 2003).

The professional identity of the teacher is at stake here. If teachers see themselves as professionals working with an inclusive attitude and towards the ideal of inclusive citizenship, they can also work at reducing such tensions. But this can only happen when they understand that such tensions are not the exclusive problem of ‘those others’, but are a product of the dynamic relations between different groups in society, including the dominant group to which most teachers belong

To do their job in a culturally diverse society, teachers need to feel confident to talk to the young people in their diverse classrooms (Judson 2008; Kohl 1994). Their professionalism is not only a matter of merely transmitting cognitive content. This implies that their professionalism is also related to their political and emotional lives. Teachers’ professionalism involves their humanity

5. How is the article related to the theme of the week? The theme of the course? To lectures and other articles?

The theme of this week is radicalization. This article relates to that as it discusses how teacher scan prevent radicatilizations with their professionalism. The article relates to diversity as the sensitivity for multicultural classrooms plays an important role in the difficulties imposed on teachers.

Aiello, E., Puigvert, L., & Schubert, T. (2018). Preventing violent radicalization of youth through dialogic evidencebased policies. International sociology, 33(4), 435-453.

Aiello. This is an assessment of successful interventions in six different European countries. It appears that an important aspect to prevent violent radicalization is creating a safe space to discuss differences.

1. What is the main question?

Radicalization of youth leading to violent extremism in the form of terrorism is an urgent problem considering the rise of young people joining extremist groups of different ideologies. Previous research on the impact of counter-terrorism polices has highlighted negative outcomes such as stigmatizing minority groups. Drawing on qualitative research conducted under the PROTON project (2016–2019) by CREA-UB on the social and ethical impact of counter-terrorism policies in six EU countries, the present article presents and discusses the ways in which actions characterized by creating spaces for dialogue at the grassroots level are contributing to prevent youth violent radicalization.

2. In what way is the question answered?

Interviews, focus groups, daily life stories

3. Which theories and key concepts are described?

Keywords:
Extremism
policies
prevention
terrorism
youth radicalization

4. What are the main results and or conclusions?

The results highlight four core elements underlying these spaces for dialogue: providing guidance to be safe in the exploration of extremist messages and violent radicalization; the rejection of violence; that dialogue is egalitarian; and that relationships are built on trust so that adolescents and young adults feel confident to raise their doubts. If taken into account, these elements can serve to elaborate dialogic evidence-based policies. The policies which include a dialogue between the scientific evidence and the people affected by them once implemented, achieve positive social impact.

Zie conclusion voor uitgebreid

5. How is the article related to the theme of the week? The theme of the course? To lectures and other articles?

The theme of this week is radicalizqtion. This article discusses the way creating spaces for dialogue can help to prevent youth violent radicalization. It relataes to diversity as radicalization takes part in subcultures.

Young, H. F., Rooze, M., & Holsappel, J. (2015). Translating conceptualizations into practical suggestions: What the literature on radicalization can offer to practitioners. Peace and Conflict: Journal of Peace Psychology, 21(2), 212. http://dx.doi.org/10.1037/pac0000065

Young. This article needs to be studied thoroughly. Moghadam’s model of radicalization is the main concept of the fist part. You should know the staircase model, what critics think about the model and how it is expanded by others. The second part is very interesting for educators as it is an assessment of possible intervention strategies by teachers, youthworkers, policy makers and religious leaders. You should read and understand this part, but not learn it by heart.

1. What is the main question?

This article explores what the research literature on radicalization offers to practitioners who are coming into contact with a group which is potentially vulnerable to radicalization.

2. In what way is the question answered?

This literature provides comprehensive examinations of the socioeconomic context in which extremism and radicalization can flourish, the psychological processes that individuals undergo before extremism and radicalization develop further into terrorism. and factors that can influence deradicalization and disengagement. We explore how the expertise contained within scientific literature on this subject can be seen through a practical lens and translated into practice for professionals working with young people who might be open to the messages of radical groups. We identify key figures who can play positive roles during the deradicalization process and provide suggestions as to how they might do so.

3. Which theories and key concepts are described?

Keywords:
radicalization
teachers
religious leaders
police

4. What are the main results and or conclusions?

This article identifies a target group for prevention and deradicalization activities; young males from groups— ethnic, religious, or even professional—which might be seen as minority or disadvantaged. It suggests that although an awareness of this increased vulnerability is helpful, singling any groups or individuals out for special attention is not. It further identifies groups who come into professional contact with these groups, and provides some recommendations specific to each group

Teachers and youth workers, Religious leaders, Journalists, Policy makers à see article (worden ook nog 3 modellen besproken: mofhaddam’s staircase to terrorism model, mcCauley and Moskalenko’s 12 mechanisms model en Doosje and de Wolf’s matrix)

5. How is the article related to the theme of the week? The theme of the course? To lectures and other articles?

The theme of this week is radicalization. This article gives some recommandations to prevent radicalization. It relates to diversity as especially young males from groups are prone to radicalization.

Sikkens, van San, Sieckelinck en De Winter. Parental Influence on Radicalization and De-radicalization according to the Lived Experiences of Former Extremists and their Families. Journal for Deradicalization. 192-223

Sikkens. The structure of the article is explained In the final paragraph on page 195. Students should understand the influence of parents on radicalized youth. The authors make some important distinctions: direct influence and indirect influence; and influence on radicalization and influence on de-radicalization . They present earlier research on these topics before they present their own findings.

1. What is the main question?

EU member-states target families in order to prevent or counter radicalization. However, there is little empirical knowledge to confirm that parents influence the radicalization and de-radicalization process. Because there is little known about the role that parents play in radicalization and de-radicalization, this qualitative study explored the family dynamics in these processes together with 11 former radicals and their families.

• • • What role do parents play in radicalization and de-radicalization?

The study will explore how former radicals and their family members perceive the potential parental influence on radicalization and de-radicalization

2. In what way is the question answered?

The study consists of 21 in-depth interviews with Dutch former radicals and their family members.
To answer this question, we will consider the stories of eleven Dutch former radicals and eleven family members about their radicalization- and de-radicalization. The formers and their families were asked how they perceived the role of parents in the radicalization and deradicalization process.

3. Which theories and key concepts are described?

Keywords:
radicalization: In order to do justice to the relative meaning of radicalization, we constructed the following definition, based on the existing definitions but foremost based on the conversations we had with young people who have extreme ideals and their family members: radicalization is considered to occur when a child or adolescent starts to develop political or religious ideas and agency that are so fundamentally at odds with the upbringing environment’s or mainstream’s expectations that the relationship with the upbringers is at stake.
de-radicalization: we define a former to be a person who once had extremist ideas or performed extremist behavior: this person ought to be de-radicalized or disengaged. Deradicalization, according to Neumann (2010), signifies substantive changes in ideology
disengagement: we define a former to be a person who once had extremist ideas or performed extremist behavior: this person ought to be de-radicalized or disengaged. Disengagement facilitates behavioral change such as rejection of violence
former extremists. Ergo disengagement does not require a change in the radical ideas as such, yet it does require a change in readiness to use violence in striving for change.
parenting
family

4. What are the main results and or conclusions?

It was found that formers and their families do not recognize a direct influence of parents on radicalization and de-radicalization. However, a more indirect influence seems to be in place: a (problematic) family situation may influence the radicalization process and family support can possibly play a role in de-radicalization. It is also stressed that parents have need for knowledge about the different ideologies and for tools on how to respond to their children’s radicalization. Family support programs could focus on these lacunas in order to help families counter radicalization. Zie markeringen aan het einde!

5. How is the article related to the theme of the week? The theme of the course? To lectures and other articles?

The theme of this week is radicalization. This article discusses the role of parents in this regard. It relates to diversity as multiple as you can radicalize in many different subcultures/religions/political groups.