Discussing Terrorism with Dutch Primary-School Children. Exploring the narratives and the preferences of children in discussing terrorism in class in Dutch Primary Schools.

Abstract

In this research, narratives about terrorism of 19 Dutch primary school pupils are collected and analysed. Due to the rise of terrorist news items, stereotyping and (other) misconceptions are likely to arise in the narratives of children, which could lead to polarization in the class. Also the preferences of pupils in classroom conditions or didactics are collected by means of semi structured interviews. Teachers in primary education often find it difficult to discuss terrorism or other controversial topics in class and in order to help teachers discussing terrorism, effective educational material (e.g. the website Ter Info) is needed. In this study, (closely) proximal contact with terrorism results in more extensive and highly detailed narratives. Also youth news and Social Media can have an influence in what children see and know about terrorism. Discussing terrorism with their parents also appears to have a positive influence, but this kind of influence does not occur as much as others. This article finally shows the preferences of children when discussing terrorism in class. It is important for parents and educators to talk to their children about terrorism and provide them with facts, in order to prevent misunderstandings.