Page 46 - Šolsko polje, XXIX, 2018, no. 5-6: Radicalization, Violent Extremism and Conflicting Diversity, eds. Mitja Sardoč and Tomaž Deželan
P. 46
šolsko polje, letnik xxix, številka 5–6
Inevitably such an approach might elicit concerns about further po-
larization of ideological differences. It is at this point that the pedagogi-
cal task of opening a deliberative space for critical reflection, and critical
analysis of rhetoric comes into play. As part of the task of making explic-
it the conflicts in history, and in contemporary times, the task is then to
develop students’ capacities to examine, critique, and offer their voices to
understanding these worldviews with the hope of developing more capac-
ity to consider alternative perspectives and ways forward. If radicalized
groups primary purpose is to espouse one view and one way forward, the
educational response is to complicate and encourage a deliberative space
where students can begin to unpack such rhetoric. There is no simple, de-
finitive response to radicalization and/or the mobilization to a violent ter-
ror attack; however, combatting the rhetoric and providing alternative
messaging may provide an opportunity for educators to help susceptible
youth recognize the dangers of radicalization, challenge and debunk the
false allure of violent extremism, and offer them another more produc-
tive pathway. To illustrate this point, a common educational practice is to
look at the rhetoric and slogans used in commercials for children to un-
derstand how the slogans target particular individuals, create an associ-
ation or identity with the product, and persuade them to ultimately buy
and have an affinity with that product. Of the large brand names, we can
point to Coca Cola’s historical legacy of slogans that aligned their prod-
uct with the good life (e.g. 1923, Enjoy life, 1964 Things go better with
Coke, 1985 America’s real choice, etc.2) The list is endless and targeted to
particular political and social periods, different countries, and different
emotions, dispositions and experiences. A teacher may draw upon this
timeline to unpack the slogans and the targeted messaging that notes the
ways in which the company tries to evoke more than buying the drink, but
rather to create a positive experience in so doing.
This common activity is useful for students to understand rhetoric
in a non-threatening manner in how rhetoric, and specifically slogans, in-
form our perceptions of a particular phenomenon. Yet, there is a missed
opportunity to then look at political slogans that do the same with par-
ticular movements. For instance, the Irish Republican Army commonly
would use the slogan, “Tiocfaidh ár lá” (our day will come) to incite soli-
darity and as a reminder to the historical injustices felt by the movement.
Popularized by Booy Sands, an IRA prisoner who wrote prolifically from
his cell, the latter used the Irish language to both revitalize the language
2 For a full list, see Wikipedia “coca cola slogans” Wikpedia (2018) List of coca-cola slogans.
Retrieved on July 30, 2018 https://en.wikipedia.org/wiki/List_of_Coca-Cola_slogans
44
Inevitably such an approach might elicit concerns about further po-
larization of ideological differences. It is at this point that the pedagogi-
cal task of opening a deliberative space for critical reflection, and critical
analysis of rhetoric comes into play. As part of the task of making explic-
it the conflicts in history, and in contemporary times, the task is then to
develop students’ capacities to examine, critique, and offer their voices to
understanding these worldviews with the hope of developing more capac-
ity to consider alternative perspectives and ways forward. If radicalized
groups primary purpose is to espouse one view and one way forward, the
educational response is to complicate and encourage a deliberative space
where students can begin to unpack such rhetoric. There is no simple, de-
finitive response to radicalization and/or the mobilization to a violent ter-
ror attack; however, combatting the rhetoric and providing alternative
messaging may provide an opportunity for educators to help susceptible
youth recognize the dangers of radicalization, challenge and debunk the
false allure of violent extremism, and offer them another more produc-
tive pathway. To illustrate this point, a common educational practice is to
look at the rhetoric and slogans used in commercials for children to un-
derstand how the slogans target particular individuals, create an associ-
ation or identity with the product, and persuade them to ultimately buy
and have an affinity with that product. Of the large brand names, we can
point to Coca Cola’s historical legacy of slogans that aligned their prod-
uct with the good life (e.g. 1923, Enjoy life, 1964 Things go better with
Coke, 1985 America’s real choice, etc.2) The list is endless and targeted to
particular political and social periods, different countries, and different
emotions, dispositions and experiences. A teacher may draw upon this
timeline to unpack the slogans and the targeted messaging that notes the
ways in which the company tries to evoke more than buying the drink, but
rather to create a positive experience in so doing.
This common activity is useful for students to understand rhetoric
in a non-threatening manner in how rhetoric, and specifically slogans, in-
form our perceptions of a particular phenomenon. Yet, there is a missed
opportunity to then look at political slogans that do the same with par-
ticular movements. For instance, the Irish Republican Army commonly
would use the slogan, “Tiocfaidh ár lá” (our day will come) to incite soli-
darity and as a reminder to the historical injustices felt by the movement.
Popularized by Booy Sands, an IRA prisoner who wrote prolifically from
his cell, the latter used the Irish language to both revitalize the language
2 For a full list, see Wikipedia “coca cola slogans” Wikpedia (2018) List of coca-cola slogans.
Retrieved on July 30, 2018 https://en.wikipedia.org/wiki/List_of_Coca-Cola_slogans
44
