– Was Mandela a violent extremist?
The question is followed by several seconds of silence in class 1C at Oslo Cathedral School. It is social hour and teacher Kristin Ash keeps hour radicalization and extremism. What does it mean to be radical? Is it negative? And what is the difference between being radical and radicalized?
Through discussion, conversation and hypothetical examples, students should learn about hate crimes, violent extremism and radicalization during a double session.
– A type of violent extremism in history was the French Revolution, versus student Alicia Frey Diaz Alvarez Johns.
The teaching program is brand new, and Oslo is among the first municipalities in the country that puts extremism on schedule.
The overall purpose of the scheme is to allow the teacher to capture evidence of harmful radicalization, and dialogue and to listen to students’ reflections on the topic.
– This is well within the curriculum, as I see it. Meanwhile, it is clear there is a limit to what a double hour can do when it comes to spotting signs of radicalization, says teacher Kristin Ash.
– The threat is largely created by the media
School Commissioner Anniken Hauglie- (H) believes it still has its purpose.
– Some people seem to get radicalized in peace. Getting set it on the agenda of the school, to get some social correctives for students who flirt with radical views, I believe is a tool for prevention, which is what the school should do.
While teachers should capture radikaliseringstegn, states also mentor about radical Islam: “The picture of Islamic extremism threatens the Norwegian democracy is largely created by the media.” The teaching program should therefore give students a more nuanced view.
– The schools mission is twofold. We have a coach who goes on what schools should do if they have a specific concern for violent extremism or hate crimes. This teaching aims to convey extremism as a broader phenomenon. Right now religious extremism very applicable. But extremism can take various forms, says Hauglie-.
– Do you mean that the threat of radical Islam is media created?
– There are relatively few in the group can be said to constitute a danger as a result of violent extremism. I do not perceive that radical Islam is a threat to Norwegian democracy, says Hauglie-.
– Does fear of stigmatizing
Professor Tore Bjørgo at the Police Academy believes the scheme is generally good, but believes municipality “has taken very cautiously” for fear of perceived stigma.
– I understand that they are trying to balance the picture where young Muslims feel they labeled as potential terrorists, and they do rightly. But they have also probably been too cautious when it comes to what is most combustible, says Bjørgo.
– For examples it says very little about foreign fighters, perhaps the most relevant issue. This certainly comes up in discussions, and then I think they could have prepared the teacher a little better, says Bjørgo.
– What do you think about the municipality describes the threat from extreme Islam as media created?
– I do not think it’s meant so they do not take the threat seriously, but there is a number of topics in this field they play down a bit. Motivation to travel as foreign fighters could usefully have been thematized, says Bjørgo.
He thinks it basically is a good idea to use the teaching situation to prevent radicalization.
– The school is a crucial arena for preventing both crime and extremism. So it is not the school’s intention to punish anyone, but to capture the unfortunate characters, as one does, for example, with youth on their way into criminal circles, says Bjørgo.
He believes that the scheme may have effect, although it is difficult to prove.
– We will never know how many people are stopped with such a scheme. But it helps to build normative barriers against going into a violent development, and that is what prevents crime and extremism best. If successful this early, are also consequences for those concerned small, says Bjørgo.
– It is far better for all than they first stopped after they have committed a punishable offense.
– Almost racist
In the class gets everything from female suffragettes and gay activists of Al-Qaeda and Anders Behring Breivik discussed.
– To be radical is relative to the society in which one lives and not necessarily something negative. But radicalization is the way in which one approaches violent extremism, where someone uses violent means to achieve their goals, says Ash.
Pupils should then discuss some hypothetical examples of “angry youth”: Abdullah who is angry because of Norwegian inaction in Syria conflict and Steffen being right-wing and peel down a gay immigrant.
After hours sends class e-mail to Aftenposten with their assessment of teaching program.
“We think the theme radicalization is very important and interesting to discuss because this is fashioned applicable,” they write, but is also critical to the hypothetical examples of radicalization: “We think that they play very stereotypes . They can almost seem a bit racist and therefore loses some of purpose. We feel that they are not fully representative and that they are a bit too vague to be able to give an accurate picture of how extremism occurs, “writes the class.
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