Neither Villains Nor Victims: Towards an Educational Perspective on Radicalisation

Sieckelinck, Stijn; Kaulingfreks, Femke; Winter, Micha de

doi:10.1080/00071005.2015.1076566

Cited by 59 publications

(28 citation statements)

References 22 publications

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“…Hutson et al [19] concluded that in the Middle East, males between 15 and 25 years old are more likely than any other demographic group to engage in terrorism or political violence. In a large part of the literature on Islamic extremism, radicalization is linked to the adolescent phase [7]. According to Silber and Bhatt [6], the radicalization process can be distinguished in four phases: (1) pre-radicalization, (2) self-identification, (3) indoctrination and (4) jihadization.…”

Section: Level Of Education Of Radicalized Individualsmentioning

confidence: 99%

The Role of Education in the Prevention of Radicalization and Violent Extremism in Developing Countries

et al. 2020

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Only since the beginning of this century, the prevention of radicalization has become an important topic in debates about terrorism and sustainable development in developing countries. Research has shown that radicalized individuals are not uneducated, but have often completed secondary or tertiary education. Additionally, it became clear that some extremist groups consider the school environment as an attractive recruitment place. These findings led to a new approach where the education sector is considered as a prominent partner in preventing and combating the radicalization of young individuals. In this article, the potential limitations of the role of the education sector in developing countries are exposed. Based on previous research, three bottlenecks in the education sector were found: unequal access to education, poor quality of education and the relationship between education and employment. In order to strengthen the role of education for sustainable development in developing countries, it is recommended that equal access to education is improved, that schools invest in the creation of safe spaces for their students, that not only secondary but also primary and tertiary education are involved in policy strategies regarding radicalization, and that the job market is adjusted to the educational level of graduated students.

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Section: Level Of Education Of Radicalized Individualsmentioning

confidence: 99%

The Role of Education in the Prevention of Radicalization and Violent Extremism in Developing Countries

et al. 2020

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“…Conceiving of those who are considered susceptible to radicalisation in terms of vulnerable victims is problematic. Based on an analysis of the perspectives presented by young radicals themselves, Sieckelinck, Kaulingfreks, and de Winter (2015) argue that neither a view of these young people as victims or villains sufficiently accounts for the views expressed by these young people. The perspective of vulnerable victim does not take sufficient account of the agency demonstrated by many of these young people in the choices they made (Sieckelinck, Kaulingfreks, and de Winter 2015;Furedi 2009;Richards 2011).…”

Section: The Resilient Response: a Question Of Valuesmentioning

confidence: 99%

“…Based on an analysis of the perspectives presented by young radicals themselves, Sieckelinck, Kaulingfreks, and de Winter (2015) argue that neither a view of these young people as victims or villains sufficiently accounts for the views expressed by these young people. The perspective of vulnerable victim does not take sufficient account of the agency demonstrated by many of these young people in the choices they made (Sieckelinck, Kaulingfreks, and de Winter 2015;Furedi 2009;Richards 2011). This perspective can diminish the fact that some individuals may choose to align themselves with groups espousing violence, not because they are vulnerable but because they see it as a potential solution to real challenges or problems.…”

Section: The Resilient Response: a Question Of Valuesmentioning

confidence: 99%

“…A reading of radicalisation that takes into account the natural idealism of youth, and the arising desire to see a better world (e.g. Sieckelinck, Kaulingfreks, and de Winter 2015;Robert 2018;Sageman 2007) would suggest that preventive measures would do well to tap into this tendency, giving ideas the space to be heard, to take shape, to be nuanced, and to be acted upon.…”

Section: The Resilient Response: a Question Of Valuesmentioning

confidence: 99%

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Being resilient to radicalisation in PVE policy: a critical examination

Stephens

Sieckelinck

2019

Critical Studies on Terrorism

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The problematic nature of certain policies and approaches to preventing and countering violent extremism has been robustly demonstrated; it is clear that rethinking the prevention of violent extremism requires concerted attention. One response to critiques of security-driven approaches has been the adoption of the language of resilience building. However, the turn to resilience has not been matched by a fundamental rethinking of approach, and may often mask troubling approaches in the language of objectivity and positivity. In rethinking the question of prevention, examining the concept of resilience is important not only to address a current trend in policy discourse, but also to benefit from the rich literature on resilience from which valuable lessons may be drawn. A critically informed concept of resilience has the potential to provide a framework of response that recognises individuals and communities as political actors who, rather than being shielded from ideologies, require the resources and channels to challenge violence, discrimination, and injustice, be it state or nonstate driven. This article, through examining the current use of "resilience" in PVE policies, makes a modest attempt to draw on lessons from applying resilience in other contexts to articulate possible features of a critically informed approach to preventing violent extremism.

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“…As Sieckelinck, Kaulingfreks, and De Winter (2015: 332) highlight however, there are some concerns with characterising young people with 'radicalised sympathies' in totalising ways as either 'victims' or 'villains'. The significant challenge here is that when young people are viewed as 'victim' an important understanding of the agency and commitment of individuals can be neglected (Sieckelinck, Kaulingfreks, and De Winter, 2015). Similarly, when young people with radical sympathies are viewed as 'villains' (real or potential), the educational relationship between teacher and student becomes blurred, carrying with it the danger that it collapses into surveillance in a way that might undermine trust, care and compassion.…”

Section: Australian Values: Securitisation and Westernisation?mentioning

confidence: 99%

Securitisation and/or Westernisation: dominant discourses of Australian values and the implications for teacher education

Peterson

Bentley

2016

Journal of Education for Teaching

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Australian education and schooling. In our analysis we suggest that the two dominant discourses, one focusing on securitisation and one on westernisation, have to this point operated separately, but have both focused on narrow, fixed and forced understandings of Australian values. Exploring the key themes of these two discourses, some important issues for teacher educators are set out, including the need to mediate these discourses against research evidence which suggests the importance of holistic and co-operative pedagogical relationships based on trust and humility for effective values education. Though our analysis focuses on the Australian context, the arguments made are likely to be of interest elsewhere given current debates about national values in education across a range of jurisdictions.

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Neither Villains Nor Victims: Towards an Educational Perspective on Radicalisation

Cited by 59 publications

References 22 publications

The Role of Education in the Prevention of Radicalization and Violent Extremism in Developing Countries

The Role of Education in the Prevention of Radicalization and Violent Extremism in Developing Countries

Being resilient to radicalisation in PVE policy: a critical examination

Securitisation and/or Westernisation: dominant discourses of Australian values and the implications for teacher education

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