Neither Villains Nor Victims: Towards an Educational Perspective on Radicalisation

Stijn Sieckelinck; Femke Kaulingfreks; Micha De Winter

doi:10.1080/00071005.2015.1076566

Neither Villains Nor Victims: Towards an Educational Perspective on Radicalisation

Stijn Sieckelinck^*
, Femke Kaulingfreks
, Micha De Winter

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

ABSTRACT: This study questions whether the perspectives of security and intelligence serve educators well enough in the early stages of radicalisation. Assigned to signal deviant behaviour, educators are unwittingly drawn into a villain-victim imagery of their students. This imagery seems to impede a genuine educational outlook on radicalisation. Key notions of this outlook may be ‘critically addressing ideals’ and ‘forming pedagogical coalitions’.

Original language	English
Pages (from-to)	329-343
Number of pages	15
Journal	British Journal of Educational Studies
Volume	63
Issue number	3
DOIs	https://doi.org/10.1080/00071005.2015.1076566
Publication status	Published - 3 Jul 2015

Keywords

education
extremism
idealism
radicalisation
schools

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1080/00071005.2015.1076566

Neither Villains Nor Victims Towards an Educational Perspective on RadicalisationFinal published version, 427 KBLicence: Taverne

Cite this

@article{fcd442e338a146b58fd2e07b71ecd3c5,

title = "Neither Villains Nor Victims: Towards an Educational Perspective on Radicalisation",

abstract = "ABSTRACT: This study questions whether the perspectives of security and intelligence serve educators well enough in the early stages of radicalisation. Assigned to signal deviant behaviour, educators are unwittingly drawn into a villain-victim imagery of their students. This imagery seems to impede a genuine educational outlook on radicalisation. Key notions of this outlook may be {\textquoteleft}critically addressing ideals{\textquoteright} and {\textquoteleft}forming pedagogical coalitions{\textquoteright}.",

keywords = "education, extremism, idealism, radicalisation, schools",

author = "Stijn Sieckelinck and Femke Kaulingfreks and \{De Winter\}, Micha",

year = "2015",

month = jul,

day = "3",

doi = "10.1080/00071005.2015.1076566",

language = "English",

volume = "63",

pages = "329--343",

journal = "British Journal of Educational Studies",

issn = "0007-1005",

publisher = "Taylor and Francis",

number = "3",

}

TY - JOUR

T1 - Neither Villains Nor Victims

T2 - Towards an Educational Perspective on Radicalisation

AU - Sieckelinck, Stijn

AU - Kaulingfreks, Femke

AU - De Winter, Micha

PY - 2015/7/3

Y1 - 2015/7/3

N2 - ABSTRACT: This study questions whether the perspectives of security and intelligence serve educators well enough in the early stages of radicalisation. Assigned to signal deviant behaviour, educators are unwittingly drawn into a villain-victim imagery of their students. This imagery seems to impede a genuine educational outlook on radicalisation. Key notions of this outlook may be ‘critically addressing ideals’ and ‘forming pedagogical coalitions’.

AB - ABSTRACT: This study questions whether the perspectives of security and intelligence serve educators well enough in the early stages of radicalisation. Assigned to signal deviant behaviour, educators are unwittingly drawn into a villain-victim imagery of their students. This imagery seems to impede a genuine educational outlook on radicalisation. Key notions of this outlook may be ‘critically addressing ideals’ and ‘forming pedagogical coalitions’.

KW - education

KW - extremism

KW - idealism

KW - radicalisation

KW - schools

UR - https://www.scopus.com/pages/publications/84941124279

U2 - 10.1080/00071005.2015.1076566

DO - 10.1080/00071005.2015.1076566

M3 - Article

AN - SCOPUS:84941124279

SN - 0007-1005

VL - 63

SP - 329

EP - 343

JO - British Journal of Educational Studies

JF - British Journal of Educational Studies

IS - 3

ER -

Neither Villains Nor Victims: Towards an Educational Perspective on Radicalisation

Abstract

Keywords

UN SDGs

Access to Document

Other files and links

Fingerprint

Cite this