Radikalisering og voldelig ekstremisme i skolen - LÆRERNES OG LEDELSENS PERSPEKTIV PÅ UTFORDRINGER, BEGRENSNINGER OG MULIGHETER I DET FOREBYGGENDE ARBEIDET

Abstract

Aim and objectives: The aim of this study is to describe and conceptualize the perspectives of school teachers and leaders concerning preventive work against radicalization and violent extremism. Furthermore, the study will explore how they look upon this task in regard to challenges, opportunities and limitations from the theoretical outset; preventive work and the profession’s ethical- and discretional boundaries. Method and data: Grounded Theory has been the methodological viewpoint of this study. It is a qualitative study containing interviews with secondary school teachers and school leaders as empirical data. Results: Both the teachers and school leaders are of the opinion that prevention against radicalization and violent extremism is a task for schools to combat. However, this is a new perspective for the schools, which they are still quite unfamiliar with. They find difficulties conceptualizing the terminology within their framework as radicalization and violent extremism are normative and relative concepts. To interpret the terminology and overall assignment they refer to their directive; The Quality Framework, which summarizes and elaborates on the provisions in the Education Act and its regulations. The study’s respondents stress the importance to work on a general level when preventing radicalization, as they already do. They identify several key factors as important when working with children/youths; inclusion, relations, co-operation, consciousness raising, dialog and critical awareness. Moreover, preventive work against radicalization put forth several challenges that need to be addressed. For example, they as professionals need higher awareness concerning the phenomenon radicalization but also in regard to cultural competence and on how to lead debates and conversations about what is viewed as delicate topics. The respondents have not reflected much upon possible limitations within their profession on how they can or cannot work against radicalization.