Page 38 - Šolsko polje, XXIX, 2018, no. 5-6: Radicalization, Violent Extremism and Conflicting Diversity, eds. Mitja Sardoč and Tomaž Deželan
P. 38
šolsko polje, letnik xxix, številka 5–6
introduction, they may or may not be educated, single or married, have
jobs, be men or women, and come from high or low socio-economic sta-
tus. Despite those individuals who inevitably commit terrorist attacks,
media portrayals inevitably default to highlighting the characteristics
that may be deemed as abnormal, half crazed, or come from indoctrina-
tory families of communities (Vertigans, 2011). It is a caricature that helps
to assuage the anxieties that the individual could lurk anywhere, and in-
stead creates an individual who is unlike the rest of us. Yet, this problema-
tizes and obscures the way in which our societies could better support in-
dividuals who become radicalized in our own societies.
As such, we draw upon some of the research that examines possi-
ble indicators of radicalizing youth, understanding full well that there is
a complexity and uniqueness in the formation of youth who become in-
creasingly extremist in nature. Knowing that this is a flawed approach,
akin to trying to hit a fly with a baseball bat, we argue that there is some
relevance for considering more broadly several factors that may move
youth in this direction. Despite the relative amorphous tendencies, we
contend that there are some general factors that are worthy of considera-
tion from an educational standpoint.
It would be remiss to suggest that history is not a critical factor in
setting the preconditions for the way in which stories are told, positioned,
and applied. Historical narratives shape particular norms and values, of-
ten feelings of superiority or conversely insecurity that do not promote
mutual interdependence. Drawing upon particular events as a catalyst to
strengthen the narrative, stories, songs, and folklore position a particular
story for targeted purposes; in the case of radicalizing individuals, histor-
ical narratives may mobilize support for a particular cause or movement.
The historical past helps to create a collective memory positioned in a par-
ticular way to either exploit past wrongs and injustices, glorious heroes,
or of a particular time and place that was once held in great esteem of a
golden age now lost. There is a narrowing of citizenship that prioritizes
and highlights particular narrow versions of patriotism, commonly not-
ing the heroes of their cause, solidarity and unity of the collective move-
ment, which affirms their particular ideology to the exclusion of others
(Ben-Porath, 2006).
Drawing upon the past, contemporary rhetoric builds momentum
to valorize or condemn the past. “Across discursive and nationalist ter-
ror groups there is therefore a tendency both to integrate ideas and behav-
ior from the past into contemporary rhetoric and strategies” (Vertigans,
2001: p. 31). Individuals who move toward radicalized positions may
take two different views of considering the past. In one way, there may
36
introduction, they may or may not be educated, single or married, have
jobs, be men or women, and come from high or low socio-economic sta-
tus. Despite those individuals who inevitably commit terrorist attacks,
media portrayals inevitably default to highlighting the characteristics
that may be deemed as abnormal, half crazed, or come from indoctrina-
tory families of communities (Vertigans, 2011). It is a caricature that helps
to assuage the anxieties that the individual could lurk anywhere, and in-
stead creates an individual who is unlike the rest of us. Yet, this problema-
tizes and obscures the way in which our societies could better support in-
dividuals who become radicalized in our own societies.
As such, we draw upon some of the research that examines possi-
ble indicators of radicalizing youth, understanding full well that there is
a complexity and uniqueness in the formation of youth who become in-
creasingly extremist in nature. Knowing that this is a flawed approach,
akin to trying to hit a fly with a baseball bat, we argue that there is some
relevance for considering more broadly several factors that may move
youth in this direction. Despite the relative amorphous tendencies, we
contend that there are some general factors that are worthy of considera-
tion from an educational standpoint.
It would be remiss to suggest that history is not a critical factor in
setting the preconditions for the way in which stories are told, positioned,
and applied. Historical narratives shape particular norms and values, of-
ten feelings of superiority or conversely insecurity that do not promote
mutual interdependence. Drawing upon particular events as a catalyst to
strengthen the narrative, stories, songs, and folklore position a particular
story for targeted purposes; in the case of radicalizing individuals, histor-
ical narratives may mobilize support for a particular cause or movement.
The historical past helps to create a collective memory positioned in a par-
ticular way to either exploit past wrongs and injustices, glorious heroes,
or of a particular time and place that was once held in great esteem of a
golden age now lost. There is a narrowing of citizenship that prioritizes
and highlights particular narrow versions of patriotism, commonly not-
ing the heroes of their cause, solidarity and unity of the collective move-
ment, which affirms their particular ideology to the exclusion of others
(Ben-Porath, 2006).
Drawing upon the past, contemporary rhetoric builds momentum
to valorize or condemn the past. “Across discursive and nationalist ter-
ror groups there is therefore a tendency both to integrate ideas and behav-
ior from the past into contemporary rhetoric and strategies” (Vertigans,
2001: p. 31). Individuals who move toward radicalized positions may
take two different views of considering the past. In one way, there may
36
