S.M.A. Sieckelinck

Neither Villains nor Victims: Towards an Educational Perspective on Radicalisation.

ABSTRACT This study questions whether the perspectives of security and intelligence serve educators well enough in the early stages of radicalisation. Assigned to signal deviant behaviour, educators are unwittingly drawn into a villain-victim imagery of their students. This imagery seems to impede a genuine educational outlook on radicalisation. Key notions of this outlook may be ‘critically addressing ideals’ and ‘forming pedagogical coalitions’.

Ideals adrift: an educational approach to radicalization

These days, the radicalization of young people is above all viewed as a security risk. Almost all research into this phenomenon has been carried out from a legal, criminological or socio-psychological perspective with a focus on detecting and containing the risks posed by radicalization. In the light of the political developments since September 11, 2001, this is entirely understandable but perhaps not altogether wise. Research and theory development from a pedagogical perspective can also make a significant contribution towards a better understanding of radicalization processes and possibly offer new points of departure for intervention strategies. On the basis of five typical cases, the authors examine the role of educators, social workers and teachers, and the problems they face when dealing with young people with extreme ideals. This article attempts to provide insight into the pedagogical conditions for the development of extreme ideals and suggests starting points for developing effective countermeasures.

Transitional Journeys Into and Out of Extremism. A Biographical Approach

ABSTRACT This article describes an empirical study into processes of homegrown radicalization and de-radicalization of young people. Researchers in Denmark and the Netherlands set out to answer the question regarding what pathways in and out of extremism (mainly far-right or Islamist) look like “from the inside.” The analysis is informed by grounded theory, based on interviews (N = 34) with “formers” and their family members on their life courses. The study shows that radicalization often concurs with distinct social–emotional developmental challenges that young people face in the transition between youth and adulthood. A practical implication of the marked transitional sequences in these processes is that each type of radical journey may call for a different type of (re)action.

Participant Recruitment through Social Media : Lessons Learned from a Qualitative Radicalization Study Using Facebook

Social media are useful facilitators when recruiting hidden populations for research. In our research on youth and radicalization, we were able to find and contact young people with extreme ideals through Facebook. In this article, we discuss our experiences using Facebook as a tool for finding respondents who do not trust researchers. Facebook helped us recruit youths with extreme Islamic and extreme left-wing ideals. We conclude by discussing the benefits and limitations of using Facebook when searching for and approaching populations who are difficult to reach.

Parental Reactions towards Radicalization in Young People

This paper focuses on radicalization from a parenting perspective; we propose an approach that sees radicalization as a possibility in adolescent development, and as part of the interaction with the adolescents social environment and socialization. The aim of the study is to discover how parents react when their adolescent develops extreme ideals. Using 55 in-depth interviews with young people who have extreme ideals and their parents, the parental reactions towards these ideals are explored. Subsequently, the reactions are categorized according to two dimensions (control and support). This study shows how parents struggle when confronted with radicalization and shift to less demanding responses due to powerlessness, dissociation and parental uncertainty.

Towards a Pedagogy of the Radicalised

Policy makers in all Western and some non-Western countries are giving educational institutions a central position in their public safety agenda against extremism, leading to all kinds of practical and philosophical complications. Still, research in the field where Intelligence and Security meet Education is extremely scarce and what has been carried out is preliminary and hypothetical. By analysing and reconsidering the definition of radicalisation for educational purposes, identifying the different dimensions of this growing research domain and reflecting upon possible educational responses, this chapter raises philosophical questions about educating against extremism.

Parents’ Perspectives on Radicalization: A Qualitative Study

Radicalization of young people might be influenced by the way parents react towards the development of political or religious ideals. However, these reactions have hardly been explored. This study aimed to discover how parents reacted to the development of extreme ideals, and why they responded in the way that they did. To gain knowledge about the influence of parents on adolescents who developed extreme ideals, 82 in-depth interviews were held with adolescents and young adults who held extreme ideals. Interviews were also held with the parents or siblings of each adolescent and young adult. In line with parenting style theory, it was found that parents react in four possible ways: (1) by rejecting, (2) applauding, (3) ignoring, or (4) discussing the (extreme) ideals of their children. Few parents discuss ideals and values with their child, and this paper tries to show why (e.g., powerlessness, disassociation, occupation with other problems, believing it to be a phase that will pass, or that their reaction would not help). Most parents struggle to cope with radicalization and do not know how to react. Support and control are potentially important tools for parents to use to combat the development of extreme ideology.