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

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

44 Citations (Scopus)

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
Externally published	Yes

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10.1080/00071005.2015.1076566

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Neither Villains Nor Victims: Towards an Educational Perspective on Radicalisation

Abstract

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