NO CLEAR-CUT SIGNS OR PROFILES
As we have seen, there are many backgrounds and very different factors involved in radicalization processes among persons and groups. It is not possible to establish a simple causality and one-dimensional explanation to why persons become radicalized. As shown above, attempts have been made among researchers to establish specific profiles of people, who become radicalized9, or to create lists of signs that professionals have to look for, in order to spot persons at risk, or in a process of radicalization (Borum, R.,2004).
Likewise, models of identifiable phases that persons will go through in radicalization processes have been suggested (Silber, M. D. & A. Bhatt, 2007). However, these attempts at creating lists and models have been criticized on several backgrounds from the point of view that there is a danger of simplifying the varied processes among individuals and groups in different contexts. There is a danger of drawing too general conclusions on a narrow base of evidence, derived from few and selected cases of persons who has committed terror attacks, as well as a risk of producing a counterproductive discrimination and stigmatization because of stereotypical profiles based on certain lifestyles, ethnic backgrounds and religiosity, leading to suspicion of large numbers of people (Velthuis, T. & Staun, J., 2009).
In conclusion, it is not reliable to produce a clear-cut list of signs for professionals to use as a screening device. However, a variety of researchers and policymakers point out that professionals in schools play an important role in anticipating and preventing radicalization and extremism (Rambøll, 2016; Asterisk 2016; Soei, A., 2018).
THE ROLE OF THE SCHOOL IN THE EARLY AND GENERAL PREVENTION OF RADICALISATION
According to researchers and policymakers internationally, the challenge of preventing extremism and radicalization among youth has to be approached through engaging children and youth in their societies and communities, ensuring their possibilities and wish to participate to renew democracy. The school is a formative institution and plays an important role in the continual formation of a vibrant and engaging democratic society. Crucial for this development is the schools succeeding to establish the frames for the students’ sense of inclusion and belonging, their trust in being part of the classroom community and the wider society with rights and possibilities to participate, and their development of a critical and questioning sense. As such, it is a school concern if students feel a lack of confidence in the class and the surrounding society, experience discrimination and stigmatization, or if students express negative prejudices about groups of people and perhaps show a legitimation of violence towards parts of the population. These are signs of worry, which the school has a responsibility, as well as a possibility to address.
The question then is how professionals in the school context can work with these important and challenging issues?
A meta-study of 34 studies about interventions in the school context aimed at the prevention of radicalisation, point to five decisive aspects which can activate a positive effect, leading to the prevention of radicalisation (Rambøll, 2016).
These aspects include:
- The establishment of trustful relations between teacher and pupil, and among pupils.
- Space for dialogue, reflexion and critical thinking in the class and school context.
- A teaching environment which contributes to empathy, understanding and tolerance of each other and of viewpoints different from one’s own. That different perspectives are being made visible, that pupils are exposed to a variety of viewpoints and lifeforms, gain abilities to see things from the others perspective, and can express their opinions without being met with prejudices.
- That the pupils gain knowledge and competences about human rights, understandings of democracy, conflict and how to tackle conflicts, engaging in political disagreements and a general insight into possibilities and rights as a participating member of society.
- That every pupil experiences a sense of belonging, respect and inclusion in the class and school, and in teaching and learning situations. That the teaching environment hereby supports civic inclusion.
