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Radicalisation Awareness Network
RAN ISSUE PAPER
12/12/2016
RAN ISSUE PAPER
The role of education in
preventing radicalisation
Summary
Schools are key institutions to strengthen resilience
and prevent youngsters from being attracted to radical
ideologies and organisations. What is more, teachers
are often among the first to note possible signs of
radicalisation, and are important interlocutors for
those affected (i.e. the individuals themselves, and
their relatives and friends).
In taking on this responsibility, teachers should engage
with the crucial issues that can contribute to
radicalisation processes, and address the concerns and
grievances that are exploited by radical religious and
right-wing propaganda. They should feel empowered
to act and to empower students, with the following in
mind.
This issue paper was prepared by
Götz Nordbruch
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Radicalisation Awareness Network
RAN ISSUE PAPER
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No student is invulnerable to
radicalisation.
identification with society, and reflect the
diversity of the student body across
different biographical, cultural and
religious backgrounds.
schools by reflecting their interests,
supporting them, and helping them to
make choices: this is a means of
preventing frustration and alienation,
and of fostering student bonds with the
institution.
Schools should empower students
against discrimination and
marginalisation, and encourage critical
thinking about controversial and sensitive
issues (i.e. identity, religiosity, gender
roles and international conflicts).
To prevent radicalisation, clear
procedures, effective support structures
and strong local networks are imperative:
these should be established prior to any
cases of violent extremism. Teachers
should train other teachers to employ
these procedures, structures and
networks.
Introduction (
1
)
Institutions of formal education are key actors in
preventing radicalisation. They foster shared
values and critical thinking, and help students
develop basic life skills and social competencies
that are essential for active citizenship in
(
1
) This paper builds on the RAN Manifesto for
Education.
democratic societies (generic prevention).
Educating by teaching democratic values and
empowering youngsters to understand and
handle life in pluralist social environments is
crucial for boosting resilience against social
polarisation and radicalisation.
Yet schools do not just cultivate the
communicative, cognitive and behavioural skills
required for democratic life; they are also places
where early signs of radicalisation can be noticed,
and where early responses can be initiated
(secondary prevention). In many cases, teachers
are the first to become aware of changes in
appearance, thinking and behaviour, and to offer
counsel and support for youngsters in their quest
for orientation.
The empowerment of teachers as individuals and
of schools as institutions is a precondition for the
empowerment of students against the offerings
of (violent) radical ideologies and milieus.
Context: empowering students,
teachers and schools
Schools play a prominent role in preventing
radicalisation and violent extremism for several
reasons.
Violent extremism is not limited to the
margins of society. Studies have
documented the considerable range of
social backgrounds represented among
foreign fighters from Europe who joined
jihadist organisations in Syria and Iraq (
2
).
(
2
) For an assessment of the numbers and profiles of
'foreign fighters' in different European countries, see
Van Ginkel, B. & Entenmann, E. (2016). The Foreign
Fighters Phenomenon in the European Union. Profiles,
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What is more, the age of those joining
such organisations has dropped sharply,
with 13-, 14- or 15-year-old pupils
already involved. Recent reports on
violent attacks against refugees in
Germany and other countries also point
to a growing number of perpetrators with
no previous history in right-wing
extremist circles (
3
). Extremist views are
thus not limited to certain social milieus
and educational backgrounds, but are
expressed across various segments of
society.
Extremism is also echoed in
classrooms and affects communal life in
schoolyards and on campuses.
This does not relate to explicit support
for extremist ideologies alone. More
importantly, teachers and schools are
regularly contending with 'ordinary'
concerns and grievances among
youngsters that are increasingly
exploited in religious or right-wing
extremist propaganda: concerns around
identity, immigration, gender, social and
economic conflicts, discrimination and
social marginalisation, but also
international conflicts, figure prominently
in extremist propaganda across
Threats & Policies. The International Centre for
Counter-Terrorism–The Hague, 7(2). In a brief
overview of research about push and pull factors,
Magnus Ranstorp evokes a 'kaleidoscope of factors,
creating infinite individual combinations' that might
encourage violent extremism (Ranstorp, M. (2016),
The root causes of violent extremism, RAN issue
paper, 04/01/16, p. 1).
(
3
) ' -Radikalisierung', Der
Westen, http://www.derwesten.de/politik/jaeger-
warnt-vor-turbo-radikalisierung-id11978219.html, 5
July 2016.
ideologies. Extremist propaganda
addresses these concerns that are often
controversially discussed in society, and
hence among students.
Social media adds to the impact of these
views in classrooms and schoolyards.
Social networks have become important
channels for hate speech, radicalisation
and calls for violence, elements that in
the past remained confined to limited
audiences of peers and in-groups. Here
again, schools ought to provide spaces to
address related challenges and to provide
alternative and more convincing
narratives than those promoted by
extremist organisations (
4
).
While most experts agree on the need to
challenge radicalisation in schools,
definitions of 'radicalisation' and what
exactly has to be prevented often
diverge. In fact, schools are expected to
provide safe spaces for students to
develop and voice their views and
convictions, even if these views
challenge generally accepted norms.
Providing students with safe spaces to
explore ideas and their own boundaries is
crucial to reaching 'those who feel left
out' (
5
). However, no consensus exists on
how to define the limits within which
these views are acceptable. While hate
speech is against the law in EU Member
(
4
) See Gagliardone, I., Gal, D., Alves, T., & Martinez, G.
(2015). Countering online hate speech. UNESCO
Publishing, Paris, pp. 46-52.
(
5
) RAN/EDU (2016), 'Ex post paper: Schools leaders
and prevention of radicalisation. Setting the conditions
for a safe and democratic environment. RAN EDU
Meeting 19-20 April 2016', Amsterdam, p. 4.
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States, prevention strategies in countries
like France, the United Kingdom or
Denmark have long focused on violent
extremism; in these countries, even
explicit statements in support of neo-Nazi
or jihadist ideology remained protected
by freedom of speech. In other EU
Member States, extremism is defined
more broadly, and includes statements or
activities that do not necessarily imply
the use of illegal means. Extremism, from
this perspective, includes the act of
challenging the established constitutional
order or contradicting socially accepted
norms. For critics, this understanding of
extremism poses a considerable threat to
basic rights, as it supports taking state-
initiated action against supposedly
extremist appearances, behaviour and
views that are otherwise covered by civil
liberties (
6
). It is argued that schools risk
losing their status as safe places where
students feel free to explore their views
and express concerns and grievances.
In several EU countries, recent legislation
holds schools as well as other
childcare providers responsible for
reporting cases of radicalisation. In the
United Kingdom, they are expected to
have an explicit safeguarding role or 'due
regard to the need to prevent people
from being drawn into terrorism' (7).
(
6
) Williams. R. (2015), 'School heads raise alarm over
new duty to protect students from extremism',
Guardian, 9 June.
(
7
) Section 26 of the Counter-Terrorism and Security
Act 2015, cited HM Government (2015), Revised
Prevent Duty Guidance: for England and Wales,
London, p. 2.
Similar regulations have been
implemented in France (
8
). The obligation
to report possible cases of radicalisation
again touches upon the very role of
schools as safe spaces. This is also
relevant for universities: academic
freedom would be restricted by attempts
to impose supposedly consensual values
and norms as limits to academic research
and debate. Prevention strategies thus
pose a dilemma: while schools and
educational institutions are expected to
take necessary steps to prevent
radicalisation and violent extremism,
such statutory obligations to detect and
report suspected individuals may conflict
with basic educational standards and
principles of civic education.
Addressing current challenges of
building resilience and
prevention
Teachers and schools are well placed to prevent
radicalisation and violent extremist ideologies,
but several significant challenges need to be
addressed.
a) Teacher training
In principle, teachers are well positioned to foster
democratic values and to handle difficult
conversations in classrooms. Yet in the light of
growing polarisation and 'new' phenomena such
(
8
) Ministè
Prévenir la radicalisation des jeunes, Paris.
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as religiously motived extremism, many teachers
voice concerns about a lack of knowledge and
skills that allow qualified responses. Providing
substantial resources (i.e. funding, time and
qualified trainers) for training is crucial for raising
awareness and fostering teacher competence to
build resilience against radicalisation, detect
potential signs of (violent) extremism and engage
youngsters. Training should respond to the
following expectations.
Do not reinvent the wheel
The term radicalisation has only recently
become part of academic and
educational debates; the phenomenon,
however, is not completely new.
Teachers have been trained to foster
resilience, provide multiple perspectives
and encourage self-reflection among
students, while reinforcing acceptance of
social, cultural and religious differences.
Similarly, they have acquired the skills to
challenge claims to absolute truth, and
respond to expressions of hatred and
calls to violence (i.e. in the context of
diversity education, citizenship education
and anti-bias approaches) (
9
). Training for
teachers should build on these existing
skills, and identify similarities to other
forms of antidemocratic expression (i.e.
homophobic or anti-Semitic) or
challenging behaviour (i.e. hate speech or
bullying) that teachers might already be
aware of, and with which they have dealt
in the past. Instead of simply adding
(
9
) RAN EDU (2016), 'Ex post paper: Empowering and
supporting teachers. Pedagogical role requires time
and training. RAN EDU Meeting 24-25 February 2016',
Amsterdam, p. 2.
another training session on
'radicalisation' — in addition to the
many training sessions teachers are
required to attend — prevention of
radicalisation should become a regular
part of professional training.
Teachers and schools might be 'part of
the problem'
Teachers play a major role in shaping
implies that they can negatively impact
schools are not neutral zones free from
racist stereotypes and discrimination. In
fact, studies have documented the
communal discrimination and resentment
experienced by students of immigrant
and/or Muslim backgrounds in
institutions of formal education (
10
). Such
experiences might undermine these
thereby possibly contributing to the
development of radical attitudes and
patterns of behaviour (
11
). Training for
teachers should raise awareness of
cultural and religious diversity, and
encourage teachers to accept
differences. This also includes
acceptance of different religious beliefs
and lifestyles that might challenge
teachers' own values and convictions.
(
10
) See, for instance, Amnesty International (2012),
Choice and Prejudice. Discrimination against Muslims
in Europe, London.
(
11
) Lyons-Padilla, S., Gelfand, M. J., Mirahmadi, H.,
Farooq, M., & van Egmond, M. (2015). Belonging
nowhere: Marginalization & radicalization risk among
Muslim immigrants. Behavioral Science & Policy, 1(2),
pp. 1-12.
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Engaging in dialogue, not spying on
students
Teachers often request concrete
guidelines on signs and indicators to help
detect the youngsters being drawn to
radical ideologies or groupings. But such
checklists with clear-cut answers do not
exist. While there are certain traits
(expressed in thought, appearance and
behaviour) that are characteristic of
radicalised individuals, none of these
alone or even a combination of several
of them should be considered
definitive proof. Instead of providing
checklists, training should encourage
teachers to engage in dialogue with
students to discover the motives behind
changing looks and attitudes: Is it a
protest against (real or perceived)
injustices, a provocation intended for
parents, teachers and society? Or is it, in
effect, about an ideology that implies a
break with society, a claim to ultimate
truth, and devaluation and
dehumanisation of others? Such dialogue
with students differs from 'spying'; it
reflects an interest in the students’
personal life — and should be part of
any student-teacher relationship (
12
).
(
12
) For a summary of indicators included in an official
training tool developed for state employees in France,
see Secrétariat General du Comité Interministériel de
Prévention de la Délinquance (2015), Prévention de la
radicalisation. Kit de formation, Paris, pp. 60-66. For a
multifaceted assessment see ufuq.de (2016), Protest,
provocation or propaganda? Guide to preventing
Salafist ideologization in schools and youth centers,
Berlin, pp. 25-32.
b) Building resilience, representing
diversity, learning democracy in classrooms
Radicalisation processes imply cognitive,
behavioural, communicative and emotional
changes; therefore, prevention through
education ought likewise to respond on various
levels. It is important to be aware of the wide
range of ideas and approaches that can be used
to raise awareness and build resilience against
radicalisation in formal education, as discussed
below.
Engaging in conflict and compromise
'Democracy needs to be learned, explored to be
obtained' (
13
). In the light of growing social
polarisation, this observation is crucial. Yet,
learning democracy cannot be limited to an
acquisition of knowledge, i.e. facts regarding the
constitution ('We have to teach them our
values!'). Instead, it requires an awareness of
and an appreciation for pluralism, differences
and controversies as basic tenets of modern
society. Democracy is about how to handle
differences and manage controversy. One of the
fundamental messages that students should learn
is that 'in our society, conflict and compromise
mark the rule, not the exception'.
Enhancing life skills to engage with
society
Prevention includes enhancing the life
skills and building the resilience of
students, bolstering their self-
confidence, and allowing them to take
a stance, interact and constructively
engage with others. This also involves
(
13
) RAN/EDU (2016), 'Ex post paper: Schools leaders
and prevention of radicalisation. Setting the conditions
for a safe and democratic environment. RAN EDU
Meeting 19-20 April 2016', Amsterdam, p. 3.
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psychophysical dimensions that can
be addressed through sports, music or
articulate them, makes it easier to
engage others and to handle difficult
social relations. It becomes less likely
that one will adapt confrontational
attitudes and resort to violence.
Good practice: Bounce resilience tools
'An early prevention psycho-physical
training for (vulnerable) youngsters to
strengthen their resilience against radical
influences and to raise the awareness of
the (
14
).
Putting democracy into practice
The ideal 'democratic school' considers
students to be active participants within
the institution. Democracy in this sense is
not limited to politics, but implies active
participation in daily affairs, including
schooling and education. Engaging
students in institutional structures allows
them to experience democracy, to
formulate their interests and argue to
support them, and to take responsibility
for their choices. Active participation
serves to strengthen identification with
alienation. Having a voice and being
makes it less likely that one will break
away from these surroundings and
(
14
) See http://www.bounce-resilience-tools.eu online.
question their legitimacy. However, what
is often overlooked is that institutions
that are democratic entrust students with
more power. To encourage students to
experience democracy thus requires an
institutional recognition of their views
and interests even in cases where this
might necessitate institutional change.
Good practice: The peaceable school and
neighbourhood
'A whole-school approach for elementary
schools. It aims at the school becoming a
democratic community, in which children
and teacher learn to solve conflicts in a
constructive way, and in which children
get a voice. Students are involved in and
learn to carry responsibility for the social
climate in the community' (
15
).
Good practice: Schule ohne Rassismus —
Schule mit Courage / Schools without
racism — Schools with courage
'A project run for and by students. It
allows children and youngsters to
become an active part of their school,
and to object to any kind of
discrimination, bullying and violence. We
are the largest network of schools in
Germany, with over 2.000 schools and
some 1 mio. students' (
16
).
Representing minorities
Curricula and textbooks have improved
considerably over recent decades; yet
they often do not accurately represent
(
15
) See http://www.stichtingvreedzaam.nl online.
(
16
) See http://www.schule-ohne-rassismus.org online.
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the diverse identities and biographies
making up most classes in Lisbon,
Copenhagen, or Milan. All too often,
histories of migration are addressed only
in the context of conflicts, be they social,
cultural or religious. Consequently,
migration is not portrayed as a normal
feature of most European societies, but
rather as a problem and a cause for
concern. This also applies to the
representation of Islam and Muslims in
European societies. Even in recent
textbooks, Islam is often mentioned
primarily in the context of medieval
history, with no links to social life in Paris,
Berlin or Madrid today (
17
). Muslim
students will hardly feel represented
through these references to early Islamic
history or Islamic scripture. Representing
the diversity of biographies in 'globalised
classrooms' is crucial for students to
identify with their school and by
extension with society. This does not
mean that all stories and perspectives
represented in a classroom can be told;
representation often calls for choices to
be made. In this regard, the history of the
massacre of Bosnian Muslims in
Srebrenica in 1995 is an example that is
rarely used, but would add important
perspectives to the narratives developed
in most curricula and textbooks. Although
memories of Srebrenica continue to mark
(
17
) Georg Eckert Institut Leibniz Institut für
internationale Schulbuchforschung (2011),
Länder halten Islam und modernes Europa getrennt,
Brunswick, p. 3.
Muslim European's identities, the history
of Srebrenica is rarely addressed in
history classes. Giving lessons on
Srebrenica in German, Austrian or French
schools would convey an important
lesson: 'Your history matters'.
Changing perspectives on European
history
Representation also implies narrating
European colonial histories as global
history, including from the perspective of
colonised societies. Apologetic narratives
of European colonial rule are still found in
many national curricula. Not only are
these historically wrong, but they also
add legitimacy to extreme religious
propaganda that instrumentalises the
European history of colonial violence to
generate calls for revenge.
Good practice: Zwischentöne / Nuances
— Teaching Materials for Classroom
Diversity
'The internet platform provides teaching
modules that represent and reflect this
diversity. In view of the public
controversies surrounding Islam and
immigration, these topics lend
themselves to learning processes closely
related to living environments and to
stimulating the pupils' decision-making
and negotiating skills' (
18
).
(
18
) See http://www.zwischentoene.info/english.html
online.
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Providing inclusive narratives of 'us'
Lack of representation can stir up
conflicts in classrooms and alienate
youngsters, as is perhaps best illustrated
by the controversy prompted by the Paris
attack on the magazine Charlie Hebdo in
January 2015. In the aftermath of the
attack, classroom debates (not only in
France) were often marked by
confrontation: one group (often including
the teacher) insisted 'Je suis Charlie!',
while another often including students
of immigrant and/or Muslim background
responded 'Je ne suis pas Charlie!', or
'Je suis Muslim!'. Reports from different
European countries point to the growing
prominence of such 'us'-versus-'them'
discourses, reflecting a mounting societal
polarisation. Classrooms provide ideal
settings in which to challenge these
discourses, and to encourage the self-
identification of students as French and
Muslim, German and Turkish or Dutch
and Moroccan. Introducing role models
that represent diverse biographies helps
challenge claims to homogeneous
collective identities, and can provide
inclusive alternatives. Students ought to
be aware that they are not obliged to
choose between 'Charlie' and 'Muslim';
'being a citizen and Muslim' is indeed a
viable option.
Good practice: IC Thinking
'Social, emotional, political pressures can
lead to "tunnel vision" an over-
simplification in values, thinking, and
identity that makes young people
vulnerable to the black and white
thinking of extremists. IC interventions
leverage a change in mind-set through
broadening values, thinking, and social
identity complexity through action-
learning, group exercises, and multi-
media materials' (
19
).
Good practice: Dialog macht Schule /
Dialogue in School
'We start from their personal stories and
issues taken from their experiences in
their specific environments ... They can
discuss subjects and issues such as basic
and human rights, identity, home,
religion, bullying, mobbing and racism
and come to understand them in a new
way. The aim is to show them chances
and ways to participate in a democracy
and to try them out in joint
activities' (
20
).
Addressing conflict and encouraging
engagement
Political factors, which include grievances
framed around conflicts, may also be
factors of radicalisation. Despite this,
many teachers are reluctant to teach
their students about Israel and Palestine,
or to address the current wars in Syria
and Iraq. Granted, these are controversial
issues that can be approached from
various angles, with conflicting claims and
lacking easy answers. Nevertheless,
youngsters are aware of these conflicts,
and are continually exposed to news and
(
19
) See http://www.ictcambridge.org online.
(
20
) See http://www.dialogmachtschule.de/ online.
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(dis)information from the frontlines, with
social media only adding a further
dimension to events in Aleppo, Beirut or
the Gaza Strip. Addressing these conflicts
in schools is not primarily about
knowledge and information, but rather is
about providing the space to express
emotions, anger and frustration. For
many students, the classroom is the only
place they can share these feelings, learn
about other perspectives, and develop
strategies to overcome feelings of
powerlessness and notions of 'eternal
victimhood' (emotions exploited by the
propaganda of religion-inspired extreme
movements). Obviously, schools cannot
stop wars, nor students challenge global
injustices; yet schools can motivate
students to raise their concerns,
contribute their perspectives to public
debates, or run charitable actions to
support civilians in war-torn countries.
term, but they will learn how to engage,
make their voices heard and handle
grievances over (global) politics.
Empowering students against
discrimination
Racist attacks and experiences of
discrimination can be instrumentalised in
religious-inspired propaganda. For
instance, jihadist propaganda may argue
that the 'infidels' are leading a war
against all Muslims. From this
f
discrimination and enmity are
expressions of a broader conflict that
does not involve individuals but rather
the group ('infidels' vs the umma).
According to religious extremists, the
only viable option in this case is solidarity
among the global community of Muslims.
By addressing experiences of
discrimination and racism in the
classroom and by exploring response
options, extremist instrumentalisations
of victimhood can be challenged: while
racism is a serious problem in European
societies, victims of racism are not
helpless. Empowering them to respond
and defend their rights is an important
aspect of prevention.
Promoting diverse gender roles
Both right-wing and religious extremism
promote rigid gender roles that are based
on an assumed natural or divine
order (
21
). These gender roles are
appealing because their unambiguity
absolves women and men from
making choices from the various options
available in modern societies (choosing to
be a mother with or without a
professional career, or single parenthood,
or being a stay-at-home parent, or
postponing such decisions, and so on).
Empowering women and men to make
choices over gender roles implies that
they may have to defend these choices
when they dissent from peers, family or
the social environment, but it also implies
an acceptance of such choices, even
expectations (i.e. a religiously
conservative lifestyle).
(
21
) See RAN issue paper 'The Role of Gender in
Violent Extremism' online.
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c) New approaches to challenging
radicalisation
Prevention of radicalisation builds on various
approaches and experiences that have proven
successful in past attempts to strengthen
resilience and challenge extremism. However,
new approaches can also prove valuable in
and issues.
Peers as role models
Peer education is an effective strategy to
engage youngsters in dialogue and to
encourage critical thinking. Peer
education approaches are increasingly
used in civic education to create non-
hierarchical learning environments in
which questions of identity, justice or
religion can be addressed. Led by peers
trained as informed moderators, such
discussions are marked by a more open
and less confrontational atmosphere. In
many cases, peers are chosen not only
due to their age, but also due to their
ethnic, cultural or religious background
so as to resemble those of the students.
As 'authentic' role models, they facilitate
identification and encourage
participation in discussions of
controversial issues.
Good practice: AKRAN — Peer to peer
against prejudices
Peer-to-peer programme to qualify
Muslim youngsters as peer educators (
22
).
(
22
) See http://www.kiga-berlin.org/ online.
Using online media to engage
students
Online media plays a key role in
spreading extremist ideologies. At the
same time, the use of social media as a
teaching tool is legally restricted in some
EU countries. Nevertheless, experts agree
on the need to challenge (violent)
extremism by fostering media literacy
and raising awareness of the online
content and online strategies of
extremist propaganda. Recent studies on
the role of online media in prevention
have pointed to the importance of
'alternative messages' that provide
alternative readings of potentially
contentious social, political and religious
issues. The aim of such messages when
used in an educational setting is not
primarily to challenge extremist claims or
to deconstruct their premises; instead,
they aim at providing 'new' narratives to
inspire critical thinking without imposing
certain views and convictions (in
contrast to 'counter-narratives').
Good practice: Was postest Du? Civic
education with young Muslims online
Developing civic education approaches
online to engage young Muslims in
social media and to encourage debate
and reflection on questions of identity,
religion and belonging (
23
).
(
23
) See http://www.ufuq.de/was-postest-du-
ansaetze-der-politischen-bildung-mit-jungen-
muslim_innen-online online.
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Using first-hand narratives
Prevention of violent right-wing
extremism is often based on testimonies
of formers and survivors. Being first-hand
accounts of persons previously involved
in right-wing activities, or previously
victims of right-wing violence, such
testimonies provide important insights
that could help delegitimise these
the recent past, similar testimonies of
formers and survivors of religious
extremist organisations have become
available for use in the classroom setting.
Here again, the authenticity of these
voices spurs debates about the
legitimacy of the involved claims and
challenges the heroic self-depiction of
extremist organisations.
Good practice: Extreme dialogue
'A series of short documentary films tell
the personal stories of Canadians and
Europeans profoundly affected by
violent extremism; a former member of
the extreme far-right in Canada, a
mother from Calgary whose son was
killed fighting for ISIS in Syria, a youth
worker and former refugee from
Somalia, a former member of the Ulster
Volunteer Force (UVF) whose father was
killed by the IRA, and a former member
of the now banned British Islamist group
al-Muhajiroun' (
24
).
Addressing religious concerns and
questions
(
24
) See http://extremedialogue.org/ online.
The status of religious education both
in public and in private schools differs
considerably from one EU Member State
to another. Most experts agree that
religious education can be an important
means of fostering interreligious and
intercultural awareness and encouraging
critical reflection on religious teachings
and traditions. However, this teaching
should not be restricted to faith-led
religious education in a narrow sense.
Instead, religious interests and concerns
should be addressed in various school
-
worlds (Lebensweltbezug). Talking over
religious concerns (i.e. 'Is there life after
death?', 'What is the sense of life?', 'Who
is to balance religious and non-religious
values and norms?') in non-faith-led
conversations boosts identification with
the institution and supports religious
literacy of all students, irrespective of
religious orientation. These conversations
do not aim at strengthening religious
beliefs, but to translate related concerns
into ethical questions relevant to all
religious and non-religious students.
Good practice: 'How do we want to
live? Shorts films & workshops on Islam,
anti-Muslim racism, Islamism &
democracy'
'They encourage debates about religious
concerns of youngsters in
heterogeneous teaching environments
and provide space to reflect about
questions of norms, values, identity and
participation. As interventions prior to
and in early stages of radicalisation, they
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aim at fostering identification as German
Muslims' (
25
).
d) Defining procedures, building
networks (
26
)
While there is no single way to identify
radicalisation processes, transparent structures
and clear procedures are crucial for competent
and sustainable responses. Such structures and
procedures are imperative for every institution of
formal education, and teachers should be trained
to follow them. These procedures will vary across
countries, educational levels, age groups and
stages of radicalisation. But they all have to
provide clear answers to the following questions:
How to assess possible cases of radicalisation?
Who is responsible for what, and when? To
whom to report? Who to involve? How to follow
up? In addition to such procedures, it is crucial to
establish effective support structures for
teachers, so they can provide competent counsel
and psychological support. No less important is
vocal public and political support for the
institution addressing cases of extremism within
its walls. All too often, schools are reluctant to
take action against cases of radicalisation, fearing
bad publicity and a decline in student numbers. It
is thus even more important to encourage
schools to define clearing procedures prior to the
emergence of possible cases of radicalisation.
This also relates to the building of networks with
other institutions, to allow for holistic and
multifaceted responses when needed. In fact,
while schools are key players in such networks,
(
25
) See http://www.ufuq.de/teamer_innen-
workshops-wie-wollen-wir-leben/ online.
(
26
) See RAN policy paper 'Developing a local prevent
framework and guiding principles' online.
youth work programmes, social services, local
communities and the police are other players
crucial to interventions with radicalised
youngsters. Here again, prevention work against
radicalisation does not need to start from
scratch. In most countries, networks and
partnerships between schools, non-governmental
organisations (NGOs), youth centres, local
institutions and police already exist; in such
cases, prevention schemes against (violent)
extremism should draw on existing contacts and
build on established trust and cooperation.
Recommendations
Teachers and schools do not have to
reinvent the wheel to develop effective
strategies of prevention. They have
ample experience in handling difficult
situations and conflicts, and this can
serve as a useful starting point for the
prevention of radicalisation.
Schools and teachers might reproduce
discrimination and stereotypes. Teachers
should be encouraged to critically reflect
on their own attitudes, and reconsider
the messages they convey to their
students.
No student is invulnerable to
radicalisation. Teachers hence bear a
particular responsibility to notice early
signs of alienation and retreat, and to
respond appropriately. They should be
trained in the relevant procedures and
response structures to cases of (violent)
extremism.
Teaching is a powerful means to foster
students’ identification with society; it
should reflect the diversity of students
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and their different biographical, cultural
and religious backgrounds and provide
inclusive alternatives to 'us-versus-them'-
narratives. This includes representing
histories of migration as 'standard'
facets of modern European history.
Democracy is not primarily about
knowing the constitution. Rather, it is
built on the experience that one’s
interests matter and that they are
represented in public debate.
Encouraging student participation in
schools is a means to foster bonds to the
institution and to prevent frustration and
alienation.
Schools provide ideal settings to
empower students against discrimination
and marginalisation, and to encourage
critical thinking about controversial and
sensitive issues (i.e. identity, religiosity,
gender roles and international conflicts).
While these topics might provoke strong
emotions and heated debates, schools
allow students to be introduced to
various perspectives and experiences
that would otherwise go unheard.
Providing students with alternative
messages is a means of challenging easy
answers and ideological claims promoted
by violent extremist actors.
The use of social media, first-hand
accounts and peers have proven
important strategies to reach students, to
change perspectives and to provide
alternative narratives to extremist
propaganda.
Clear procedures, effective support
structures and strong local networks are
key to handling cases of radicalisation.
However, it takes time to build and
sustain such networks. It is important to
establish these structures prior to any
cases of violent extremism, and to inform
and train teachers on how to use them.
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Annex
Selected teaching resources and teachers’
guides on radicalisation
Arktos npo (2014), Bounce up. Train the trainer,
Leuven. (available in English, French, Dutch,
German; URL: http://www.bounce-resilience-
tools.eu/sites/default/files/content/download/fil
es/bounce_up_-_tool_train_the_trainer.pdf)
Jamieson, A. & Flint, J. (2015), Radicalisation and
Extremism. Ages: 11-14 years, Bedfordshire.
Keen, E. & Georgescu, M. (2014), Bookmarks. A
Manual for Combating Hate Speech Online
Through Human Rights Education, Council of
Europe: Budapest. (available in English and
French; URL: http://www.coe.int/de/web/no-
hate-campaign)
Schule ohne Rassismus Schule mit Courage
(2016), Lernziel Gleichwertigkeit für die
Grundstufe, Berlin.
Sklad, M. & Park, E. (2016), Educating for Safe
Handbook for the Civic and Social Competencies
for Adolescents UCARE, Middelburg. (available in
English and Dutch; URL:
http://www.ucr.nl/academic-
program/Research/Terra%20II/Pages/U-CaRe-
curriculum.aspx)
TerRA (2014), TerRA Toolkit. Community
approach to Radicalisation. Manual for Teachers
and Youth Workers, Amsterdam/Madrid.
(available in English and Dutch; URL:
http://terratoolkit.eu/wp-
content/uploads/2014/09/TERRATOOLKIT_FULL_
PRINT_web_27.pdf)
ufuq.de (2016), Protest, Provocation or
Propaganda? Guide to Preventing Salafist
Ideologization in Schools and Youth Centres,
Berlin. (available in English and German; URL:
http://www.ufuq.de/Preventing_radicalisation.p
df)
ufuq.de (2016), Was postest Du? Politische
Bildung mit jungen Muslim_innen online.
Hintergründe, Erfahrungen und Empfehlungen
für die Praxis in sozialen Netzwerken und
Klassenräumen, Berlin. (URL:
http://www.ufuq.de/pdf/Was_postest_du_ufuq_
Publikation_Onlineversion.pdf)
United Nations Educational, Scientific and
on the Prevention of Violent Extremism, Paris.
(URL:
http://unesdoc.unesco.org/images/0024/002446
/244676e.pdf)
RAN publications on education and prevention
Radicalisation Awareness Network
(2016), RAN Collection. Preventing
Radicalisation to Terrorism and Violent
Extremism. Approaches and Practices,
Amsterdam. (URL:
http://ec.europa.eu/dgs/home-
affairs/what-we-
do/networks/radicalisation_awareness_n
etwork/ran-best-
practices/docs/ran_collection-
approaches_and_practices_en.pdf)
Radicalisation Awareness Network &
Working Group Prevent (2015),
'Manifesto for Education Empowering
Educators and Schools', Amsterdam.
(URL: http://ec.europa.eu/dgs/home-
affairs/what-we-
do/networks/radicalisation_awareness_n
etwork/docs/manifesto-for-education-
empowering-educators-and-
schools_en.pdf)
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Radicalisation Awareness Network &
Working Group Education (2015), 'Ex post
paper: RAN EDU Kick-off Meeting, 25-26
November 2015', Amsterdam. (URL:
http://ec.europa.eu/dgs/home-
affairs/what-we-
do/networks/radicalisation_awareness_n
etwork/about-ran/ran-
edu/docs/ran_edu_ex_post_paper_25-
26_november_prague_en.pdf)
Radicalisation Awareness Network &
Working Group Education (2016), 'Ex post
paper: Empowering and supporting
teachers. Pedagogical role requires time
and training. RAN EDU Meeting 24-25
February 2016', Amsterdam. (URL:
http://ec.europa.eu/dgs/home-
affairs/what-we-
do/networks/radicalisation_awareness_n
etwork/about-ran/ran-
edu/docs/ran_edu_empowering_and_su
pporting_teachers_gothenborg_24-
25022016_en.pdf)
Radicalisation Awareness Network &
Working Group Education (2016), 'Ex post
paper: Schools leaders and prevention of
radicalisation. Setting the conditions for a
safe and democratic environment. RAN
EDU Meeting 19-20 April 2016',
Amsterdam. (URL:
http://ec.europa.eu/dgs/home-
affairs/what-we-
do/networks/radicalisation_awareness_n
etwork/about-ran/ran-
edu/docs/ex_post_paper_ran_edu_antw
erp_19-20_04_2016_en.pdf)
Radicalisation Awareness Network &
Institute for Strategic Dialogue (2015),
'RAN issue paper 01/10/2015: Counter
Narratives and Alternative Narratives',
Amsterdam. (URL:
https://ec.europa.eu/home-
affairs/sites/homeaffairs/files/what-we-
do/networks/radicalisation_awareness_n
etwork/ran-
papers/docs/issue_paper_cn_oct2015_e
n.pdf)
Radicalisation Awareness Network
(2016), 'RAN issue paper 04/01/2016: The
Root Causes of Violent Extremism',
Amsterdam. (URL:
https://ec.europa.eu/home-
affairs/sites/homeaffairs/files/what-we-
do/networks/radicalisation_awareness_n
etwork/ran-
papers/docs/issue_paper_root-
causes_jan2016_en.pdf)
Radicalisation Awareness Network
(2016), 'RAN policy paper: Developing a
local prevent framework and guiding
principles', Amsterdam. (URL:)
