Dealing with radicalization within the school context: An exploration

Abstract

Background: There is a knowledge gap in research on radicalization, especially concerning how the problem is perceived by teachers and how they deal with it. Method: The present study has focused on secondary schools in the Netherlands in order to gain more insight into radicalization within the school context. Civic education teachers are interviewed about their viewpoints regarding (the development of) radicalization and the role they perceived to play in the prevention of radicalization among students. How teachers already deal with possible (signs of) radicalization among their students has received attention in this respect. How they tackle discussions and conflicts related to radicalization, also known as polarization, has received close attention as well. Results: The dialogue, signaling role and awareness training were believed to be the most important strategy to tackle the problem of radicalization in the school context. Also, a coordinated approach within school appeared to be useful. Lastly, there were two main obstacles in the path of an effective approach towards radicalization: some teachers perceived lack of time and uncertainty/ unfamiliarity related to how radicalization and polarization should be discussed. Conclusion: The present study suggests that a pedagogical approach, in combination with democratic principles of Western society, could be helpful in tackling the multi-faceted problem of radicalization in the school context.