These days, the radicalization of young people is above all viewed as a security risk. Almost all research into this phenomenon has been carried out from a legal, criminological or socio-psychological perspective with a focus on detecting and containing the risks posed by radicalization. In the light of the political developments since September 11, 2001, this is entirely understandable but perhaps not altogether wise. Research and theory development from a pedagogical perspective can also make a significant contribution towards a better (...) understanding of radicalization processes and possibly offer new points of departure for intervention strategies. On the basis of five typical cases, the authors examine the role of educators, social workers and teachers, and the problems they face when dealing with young people with extreme ideals. This article attempts to provide insight into the pedagogical conditions for the development of extreme ideals and suggests starting points for developing effective countermeasures. (shrink)

Secondary schools are well placed to avert radicalization processes toward extremism because such trajectories often begin in adolescence. Adolescents are in the process of forming their identities, and most adolescents are idealistic, which makes them susceptible to groups that passionately pursue utopian visions. To avert the path toward extremism, Doret de Ruyter and Stijn Sieckelinck propose to balance a prevention approach with a positive educative ethos that is sensitive to the emotions involved in students' quest for meaning in life and (...) identity formation. This involves schools being places where all students experience that they matter and where they can express their passion for their ideals and experiment with their identities without being ridiculed; at the same time, schools must guide students in learning that not everything they value will be accepted and that they must also take into account the interests and rights of others. The schools' role is thus complex and precarious, and teachers are in a position of navigating a politically sensitive minefield daily. Therefore, any theoretical proposition regarding what schools can realistically do to prevent extremism must be informed by everyday educational practice. (shrink)