Demystifying Radicalisation
Summary
The radicalisation phenomenon is highly mediatised thus first-liners have to withstand a big pressure and responsibility to cope with it from their area of work. It is important to demystify those preconceptions among profesionals and young people towards the phenomenon of radicalisation and to open a dialogue to enable them establishing starting points and actions to deal with this issue.
LessSummary
The radicalisation phenomenon is highly mediatised thus first-liners have to withstand a big pressure and responsibility to cope with it from their area of work. It is important to demystify those preconceptions among profesionals and young people towards the phenomenon of radicalisation and to open a dialogue to enable them establishing starting points and actions to deal with this issue.
Summary
The radicalisation phenomenon is highly mediatised thus first-liners have to withstand a big pressure and responsibility to cope with it from their area of work. It is important to demystify those preconceptions among profesionals and young people towards the phenomenon of radicalisation and to open a dialogue to enable them establishing starting points and actions to deal with this issue.
- Module
- Early detection
- Duration
- 15 min
- 30 min
- Group size
- small
- medium
- Group age
- 16 - 19
- 20 - 24
Exercise Category: Activities / Exercises
CC - Attribution-NonCommercial-ShareAlike
Purpose
- Identify myths and false belief towards violent extremism and radicalisation.
- Share preconceptions and think about its forming process and the way it can influence the detection of signs of radicalisation.
Participants
First-liners and families.
Description
Step 1: Prepare previously two lists with 3 or 4 myths and 3-4 correct formulations (see examples), accompanied with a short description.
Step 2: Ask the participants to make pairs, then assign them a myth/formulation and ask them to tell if they think it is a myth or a correct formulation and to argue their opinion.
Step 3: Make a pool to analyse each myth among the whole group and corroborate with the material previously elaborated.
Step 4: Close the debate by summarising the major points raised and the questions remained opened (is a juvenile band the same?, How do youngsters get radicalised?...)
Materials needed
A list of 3-4 false beliefs (myths) prepared in advanced.
Methodology
Discussion board
Advice for Trainer
- Prepare information in advance describing the myths and assertions to be exposed in the classroom in order to be able to contrast them with the original and/or other sources.
- The objective is not to force a concrete vision but to exchange positions and look for common working groundsfor prevention and intervention.
Source / Literature
Australian Government (2015). Preventing violent extremism and radicalisation in Australia. Living safe together project.
Some links for further information:
- Link to an interview to Esteban Ibarra, President of the Mouvement Against Intolerance “Matisyahu, yihadistas y neonazis, con Esteban Ibarra”(in spanish) http://www.radiosefarad.com/matisyahu-yihadistas-y-neonazis-con-esteban-ibarra/
- Link to an interview to mothers of young people radicalised in djihadist groups “Las madres del Estado Islámico”: http://highline.huffingtonpost.com/articles/es/mothers-of-isis/
Handouts
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“Some myths examples” (see literature): |
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