Skip to main content

Neither villains nor victims: Towards an educational perspective on radicalisation


British Journal of Education StudiesJournal abstract

This study questions whether the perspectives of security and intelligence serve educators well enough in the early stages of radicalisation. Assigned to signal deviant behaviour, educators are unwittingly drawn into a villain-victim imagery of their students. This imagery seems to impede a genuine educational outlook on radicalisation. Key notions of this outlook may be ‘critically addressing ideals’ and ‘forming pedagogical coalitions’.

You might also like: