Preventing radicalisation in Norwegian schools: how teachers respond to counter-radicalisation efforts

Schools in an area of conflict often experience traumatic memories regarding radicalism and terrorism. Besides having to develop student's talents and interests, schools are also required to take an important role in conflict resolution. Poso regency is an Indonesian territory that has a long history of conflict. After the social conflict that was accompanied by armed violence, Poso was designated as a red area of terrorism in Indonesia. This study aims to find schools strategies in countering radicalism through multicultural-based peace activities in implementing Islamic religious education in schools. This study used qualitative research methods with a multi-site study design. This study found that schools apply Islamic religious education in schools in a multicultural frame based on religious values, nationalism, and local wisdom. In practice, students play active roles in interfaith social action and humanitarian charity activities. Among them, there are peace ambassadors to elementary schools in building inter-religious peace in Poso schools and communities. Apart from that, they also keep each other safe and regulate traffic during the celebration of religious holidays. This effort was made to prevent the entry of radicalism into schools after the Poso conflict.

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“…Prevention by controlling the student must not hinder the student's freedom (Sjøen & Mattsson, 2020).…”

Section: Counter Radicalismmentioning

confidence: 99%

Schools Strategies in Countering Religious Radicalism in Post-Conflict Community in Poso Regency Central Sulawesi, Indonesia

Mashuri

Pettalongi

Nurdin

et al. 2022

jhsss

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“…Mattsson 2018). In Sjöen & Mattsson (2020) it is analyzed how Norway has developed anti-radicalisation strategies and programs aimed at schools; something that started already in 2008 with inspiration from other countries. The empirical data consists of 16 interviews with upper secondary school teachers in Norway, which are analyzed through critical discourse analysis.…”

Section: The Role and Significance Of Schoolsmentioning

confidence: 99%

Strategies to Counter Extremism and Radicalisation in Swedish Schools – Managing Salafi Jihadists Attempts to Influence Students

Falkheimer¹

2022

SJPA

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This article focuses on the importance that municipal schools have, and potentially can have, in counteracting radicalisation in relation to Salafist-Jihadist extremism in Sweden. The purpose of the study is to provide a review of previous research into radicalisation, with a specific focus on the role of schools. In addition to the review, there is a minor qualitative interview study with teachers and experts, which has the aim of creating a dialogue in relation to the research problem. Previous research and the interviews show that there are clear signs of anti-democratic views and values in Swedish schools, especially antisemitism and homophobia. A four-field model illustrates different approaches to radicalisation in schools. Repression is something that is primarily dealt with by law and security agencies, however there is no legal support in Sweden for school management or teachers to identify and report students suspected of radicalisation. In the main, the interviewees supported an active, open and critical dialogue as the right strategy. This is also supported by much of the research on radicalisation. It is important that teachers are well-read and have the courage to raise issues that can be seen as controversial by some students. According to several of the teachers, this is not self-evident in a Swedish context where open conflicts of opinion disrupt consensus.

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“…In addition to social workers, teachers, health care workers, police officers and security workers are involved in multi-agency prevention work. The perspectives of these professionals are of interest but have, to some extent, already been explored in Norway (Gjelsvik & Bjørgo, 2019;Sjøen & Mattsson, 2020). Furthermore, the perspectives of those deemed at risk of radicalisation might be of interest to possibly understand how prevention and intervention strategies are experienced by those at the receiving end.…”

Section: Scopementioning

confidence: 99%

Managing the tension between trust and security: A qualitative study of Norwegian social workers’ experience with preventing radicalisation and violent extremism

Haugstvedt¹

2021

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In Norway, social workers play a formalised part in the national strategy to prevent radicalisation and violent extremism. This part is played out by engaging with other services and organisations, such as the schools, health services, police and the police security service (PST), in a multiagency cooperation. In addition, social workers engage directly with individuals who have been deemed at risk of further radicalisation and are tasked with providing prevention and follow-up services. Norwegian social workers’ experiences from the work to prevent radicalisation and violent extremism (PVE) have not yet been specifically explored. Thus, this study asks the following main research question: How do Norwegian social workers experience and reflect upon their engagement in preventive work against radicalization and violent extremism? To answer this, an explorative qualitative study was devised utilizing data from 17 in-depth interviews and two focus-group interviews, analysed through an eclectic theoretical framework to reveal new knowledge. Furthermore, the study seeks to contribute to a theoretical development of social work in a new knowledge and practice field, alongside police and PST. The study finds that Norwegian social workers performing PVE experience tension from conflict expectations. First, Norwegian social workers frame and approach the task of PVE as a social issue and lean on common social worker strategies, and trustbuilding, in particular. This is labelled internal expectations. Next, through cooperation with police and PST, they are expected to participate in a more ‘secretive’ practices, where sensitive information flows more smoothly, without clients’ necessarily being aware of this. Analysis of this cooperation indicates that several types of jurisdictional settlements between social workers and the police, and PST in particular, exits. Of these, subordination to PST raise the most apparent ethical dilemmas for social workers. This practice influence and expectations from policy documents are labelled as external expectations. The conflict occurring between these two expectations create tension in the form of emotional dissonance and person role/conflicts. To cope with these, social workers apply emotion management strategies (internal management) as well as social support from peers and support staff (external management). As an extension of social support, where social workers may become aware of how policy and other professional logics influence their practice field, this thesis suggests that social workers may communicate these challenges to managers and policymakers through an offensive policy directed practice. These findings contribute to the development of the role of the social worker itself, influenced by security logics and policy, and suggests how this can be dealt with through a clearer demarcation between what is and what is not included in the tasks and responsibilities of social workers in PVE.

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Preventing radicalisation in Norwegian schools: how teachers respond to counter-radicalisation efforts

Cited by 16 publications

References 36 publications

Schools Strategies in Countering Religious Radicalism in Post-Conflict Community in Poso Regency Central Sulawesi, Indonesia

Schools Strategies in Countering Religious Radicalism in Post-Conflict Community in Poso Regency Central Sulawesi, Indonesia

Strategies to Counter Extremism and Radicalisation in Swedish Schools – Managing Salafi Jihadists Attempts to Influence Students

Managing the tension between trust and security: A qualitative study of Norwegian social workers’ experience with preventing radicalisation and violent extremism

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