1 radicalisering, extremisme en terrorisme in de klas. · 1 radicalisering, extremisme en...
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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
