1 Radicalisering, extremisme en terrorisme in de klas. · 1 Radicalisering, extremisme en terrorisme in de klas. Over dialoog, normen & waarden, burgerschapsvorming etc. ... Challenging

1 Radicalisering, extremisme en terrorisme in de klas.

Over dialoog, normen & waarden, burgerschapsvorming etc.

Terrorism and extremism is a necessary and fundamental component that should be

addressed in the curriculum.

Events such as 9/11 and 7/7 must be situated within the broader historical and political

backdrop.

An examination of current inequitable circumstances that ostracize and marginalize

certain groups to consider more extremist actions is required.

Open facilitation and neutrality is an insufficient

stance for teachers and schools to take, and

must be situated within a larger moral

framework built on the political values necessary

for stable, civil society.

Education, extremism and terrorism. What should be taught in citizenship education and why.

(Dianne Gereluk, 2012)

1. Reducing terrorist acts to single narratives and human interest stories does little to understand the

circumstances that give rise to and follow up such an event.

2. Challenging the ways in which the media frame the discussion through rhetorical devices is an effective

means for developing critical reflection and reasoned judgements in students.

3. Contesting and critically examining the way in which knowledge is constructed in society and used in

creating a false dichotomy between ‘us’ and ‘them’ will help break down stereotypes and

misunderstandings about individuals and groups.

4. Creating alternative dialogues and spaces for deliberation is helpful in allowing students to work through

the complexity of events.

5. Open facilitation does not, however, mean that ‘anything goes’.

Education, extremism and terrorism. What should be taught in citizenship education and why.

(Dianne Gereluk, 2012)

=> 10 recommendations

6. A moral directive based upon the public political values should govern the nature of speech.

7. Understanding terrorism requires a self-reflection of how one’s own society may incite greater resistance and

hostility in potentially increasing extremist thoughts and terrorist activities both locally and abroad.

8. Understanding terrorism requires an examination of foreign policy that affect social and economic conditions

in those countries that have incidences of extremist groups and terrorist activities.

9. The historical, economic, political and social conditions are essential components in assisting students to get

a holistic picture of these issues.

10. Accountability for terrorists’ actions need to be thought out with careful reasoned deliberation both in the

short- and long-term.

2 De leefwereld van de jongeren

https://www.ted.com/topics/terrorism

https://www.ted.com/talks/zak_ebrahim_i_am_the_son_of_a_terrorist_here_s_how_i_chose_peace

I am the son of a terrorist. Here’s how I choose peace

3 enkele casussen uit de praktijk

Casus Mill-Hillcollege in Tilburg

‘dreigmails met terroristisch karakter’

https://www.youtube.com/watch?v=NnWFcUme8NA

De olifant in de kamer

Het conflict in Israël-Palestina

weg van de polarisering – wat verbindt ons – talloze voorbeelden van samenlevingsopbouw

Preventie en bemiddeling vereist maatwerk

Versta de sociale structuur van de klas, het thuismilieu en de gemeenschap

3 enkele casussen uit de praktijk

Tips voor leerkrachten

• Nuancering van zwart-wit verhalen, betekenissen van bepaalde termen en personages zijn zeer

contextgebonden (Che Guevara..)

• Gedachte-experimenten/ inlevingsoefening om zwart-wit denken tegen te gaan (vb. Stel dat er in België

een aanslag plaatsvindt en jouw dierbare wordt getroffen)

• Bronnen van jongeren onderzoeken.

• Beseffen dat sommige jongeren vanuit een ander referentiekader vertrekken.

• Je hoeft niet onmiddellijk te reageren.

• Tegenverhalen/voorbeelden/ beelden om negatieve beeldvorming tegen te gaan. (angstreductie)

• Op zoek naar common ground ipv polaristatie.

• Leer de ander kennen, bezoek een moskee, praat met elkaar.

• Probeer de jongere te begrijpen, start een dialoog, vraag door, probeer niet te oordelen.

3 enkele casussen uit de praktijk

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