Part 1: Methods and Strategies for Teachers

The general position among researchers and practitioners today is that there is no single cause for radicalisation, but rather a complex mixture of contextual factors on different levels:

“Radicalisation is a context-bound phenomenon par excellence. Global, sociological and political drivers matter as much as ideological and psychological ones”.

 

The European Commission, Expert Group on Violent Radicalisation (2008): “Radicalisation processes. Leading to Acts of Terrorism”

There is no single model that can integrate all factors and mechanisms. Research has identified a long list of factors leading to radicalization. For example, Magnus Ranstorp (The Root Causes of Violent Extremism” – RAN Issue Paper 04/01) emphasized the following factors:

In other interpretations (Mhtconsult 2010 and 2012), the trigger factors have taken their point of departure in concrete and external signs such as:

• Image-based signs of change: where young people change their image, for instance in their way of dressing, their use of political-ideological or religious symbols etc.
• Behavioural signs of change: where young people change their behavioural appearance in a visible way.
• Attitude-based signs of change: where young people change their views, sympathies and sets of values.
• Relational signs of change: where young people change, discard their existing circle of acquaintances and become associated with new social, political or religious groups.

Even though there is no complete consensus on what is prevention, many of the risk factors are well known. This knowledge is operationalized into concrete preventive precautions and interventions on the basis of working definitions.

There has been a great emphasis on the need to find effective strategies to combat radicalization by mobilizing and empowering local governments, educators, social and youth workers and civil society. The aim is to create awareness and resilience among non-radicalised individuals against the appeal of violent extremism.

Even though there is no complete consensus on what is prevention, many of the risk factors are well known. This knowledge is operationalized into concrete preventive precautions and interventions on the basis of working definitions.

There has been a great emphasis on the need to find effective strategies to combat radicalization by mobilizing and empowering local governments, educators, social and youth workers and civil society. The aim is to create awareness and resilience among non-radicalised individuals against the appeal of violent extremism.

Generally, the preventive activities are divided into 3 types in the so-called prevention triangle (Hemmingsen, A., 2015):

The general level of prevention is also called the primary or generic prevention. On this level, the target group is all children and young people as well as – in an indirect way – the professionals working with children and youth in the local community. The emphasis is on creating awareness and knowledge and to reduce potential risk factors by focusing on personal positive resources. Thus, the overall aim of the general prevention efforts is to empower young individuals to become active democratic citizens.

There is a high degree of overlap between the general prevention and the objectives and activities of normal professional activities in education and youth work. General preventive activities can consist of:

• The building of resilience
• The training of social collaboration and communication
• The strengthening of critical thinking and democratic understanding and values

The specific level of prevention is also called the secondary or indicated or specific prevention. On this level, the target group is clearly defined and the preventive activities must be designed to match the target group. The target group can be:

• Individuals living in risk zones with many cases of radicalisation (for instance Molenbeek in Belgium).
• Individuals showing interest in or already in contact with radical movements and groups
• Individuals showing worrying behaviour

Activities can be:

• To co-produce a prevention programme with a local community from an area with cases of radicalisation in order to empower young people from this area to become spokesmen to-wards local authorities and professionals working in the field of prevention.

One example on this level is the COCORA project (2017): “The COCORA Handbook Collection”.

The targeted level of prevention is also called tertiary prevention. The target group is individuals who are engaged in violent extremism. The objective is to diminish escalation of radicalization (deradicalisation) and supplying exit programmes for those who want to drop out or are estimated to be open to receiving support for dropping out.

The activities can be:

• To support change of behaviour patterns and the connection between thought and behaviour by using cognitive dialogue methods.