Part 1: Methods and Strategies for Teachers

Image from RAN Policy Paper: Transforming Schools into labs for democracy, 2019

Another model for the representation of risks and protective factors against radicalisation is the one proposed by Magnus Ranstorp (RAN ISSUE PAPER The Root Causes of Violent Extremism, 2016), a Swedish expert member of the Radicalisation Awareness Network.

According to Ranstorp, around the process of individual radicalisation there is a kaleidoscope of factors intersecting and complexly interconnecting.

As the image shows, at the centre of the radicalisation process there is the individual. Beside personal risk factors, such as victimhood, anger, personal trauma and feelings of humiliation, Ranstorp identifies other six risk factors that are graphically included in the first level around the individual, indicating external circumstances that can affect the individual pushing it toward a process of extremism and radicalisation. They are social factors (exclusion, social immobility, crime), political factors (foreign policy, islamophobia, war), ideological/religious factors (historical missions, ummah), cultural/identity factors (lack of belonging, identity crisis, marginalisation), recruiting factors (pull of the extremist milieu, social media, targeting of the vulnerable), group dynamics (friendship and kinship, groupthink, social media).

For each of these factors, there is a protective factor which can act as a shield between the individual and deviancy. Each protective factor mitigates risk and promotes individual resilience in relation to a particular aspect. The protective factors are represented in the third external level, in connection with the related risk factor.

• To protect against political alienation, it is necessary to focus on democratic citizenship.
• To protect against ideology, it is necessary to offer religious knowledge and more in general to promote intercultural awareness and openness to diversity.
• To protect against identity crises, it is needed to stimulate personal participation and active citizenship.
• Against the pull of the extremist milieu, a supportive family environment is a strong protective factor.
• To help individuals resist negative influences from friendship and kinship, it is fundamental to cultivate autonomy, self-esteem, social-emotional well-being and life skills.
• To protect from (feelings of) exclusion, social coping skills should be enhanced.

In this context, schools have the role to promote citizenship education, by enabling students to actively engage and express themselves in democratic ways by developing peaceful fighting skills and conflict resolution skills.

Finally, the third level of the figure is represented by promotive factors at society level, for the creation of a resilient community, which are:

(RAN ISSUE PAPER Protective and promotive factors building resilience against violent radicalisation, 2018)

1. Vigilance
2. Safety
3. Education
4. Dialogue
5. Inclusion
6. Care