MDIV210 - IFE

MDIV210
Preventing Radicalisation and Violent Extremism

MQF Level: 7

ECTS Value: 3 ECTS

Self Study Hours: 36

Contact Hours: 15

Assessment Hours: 24

Duration: 6 sessions

Overall Objectives and Outcomes

This course is designed to provide professionals (such as educators, social workers and youth workers) working with adolescents exhibiting divergent behaviour with the knowledge, skills, and tools necessary to prevent the process of radicalisation into extremism, which could potentially but not necessarily lead to violence. The module aims to equip these professionals with a comprehensive understanding of the underlying factors, warning signs and prevention strategies related to these issues.

By the end of this programme, participants should be able to:

Competences

a. Apply critically concepts of violent extremism, radicalisation and terrorism to real life cases;

b. Assess the risk factors and warning signs associated with radicalisation among adolescents exhibiting divergent behaviour;

c. Implement effective interventions to prevent radicalisation and promote rehabilitation;

d. Collaborate with relevant stakeholders, including law enforcement and social services, to address radicalisation issue;

e. Carry out profile risk assessments.

Knowledge

a. Define violent extremism, radicalisation and terrorism;

b. Identify current extremist ideologies and groups;

c. Determine risk factors and early warning signs for extremism and radicalisation;

d. Promote diversity and inclusion when interacting with adolescents and young people;

e. Identify disengagement strategies/conflict resolution techniques;

f. Develop critical thinking/ resilience through prevention and intervention strategies in addressing extremism and radicalisation;

g. Demonstrate knowledge of the appropriate external stakeholders in preventing and managing forms of extremism and radicalisation;

h. Outline how to correctly and effectively refer/report suspicious behaviour in a legal and ethical manner.

Skills

a. Apply the correct risk assessment and identification techniques;

b. Apply conflict resolution and de-escalation techniques;

c. Abide by legal and ethical standards within own practice to engage adolescents and young people;

d. Draft a programme /plan to tackle forms of extremism and radicalisation.

Assessment Methods

This module will be assessed through: Case Study

Suggested Readings

Core Reading List

Andrews, S. (2022). Gendered Perspectives on Preventing Violent Extremism. Bristol University Press.
Educating against Hate. https://www.educateagainsthate.com/
ICCT publications https://www.icct.nl/publications
Logan, C., Borum, R., Gill, P. (2023). Violent Extremism: a Handbook of Risk Assessment and Management. UCL Press.
Qadir, H. (2016). Preventing and Countering Extremism and Terrorism Recruitment: A best practice guide. John Catt Educational
RAN https://home-affairs.ec.europa.eu/networks/radicalisation-awareness-network-ran_en

Supplementary Reading List

Aly, A., Taylor, E. & Karnovsky S. (2014). Moral Disengagement and Building Resilience to Violent Extremism: An Education Intervention. Studies in Conflict & Terrorism.
Baak M., Stahl G., Schulz, S. & Adams B. (2020). We have to be really careful’: policy intermediaries preventing violent extremism in an era of risk. Journal of Education Policy, Vol.37, Issue 3, pp: 461-481.
Christodoulou E. & Szakacs S. (2018). Preventing Violent Extremism through Education: International and German Approaches. Georg-Eckert Institute.
Davies, L. (2015). Security, Extremism and Education: Safeguarding or Surveillance? British Journal of Educational Studies, Vol. 64, Issue 1, pp: 1-19.
De Silva, S.(2019) Role of Education in the Prevention of Violent Extremism. World Bank -UN Flagship Report.
Lee, J. & Elwick, A. (2019). Identifying an Educational Response to the Prevent Policy: Student Perspectives on Learning about Terrorism, Extremism and Radicalisation, Vol.67, Issue 1.
Mattsson, C. & Saljo R. (2018). Violent Extremism, National Security and Prevention. Institutional Discourses and their Implications for Schooling. British Journal of Educational Studies, Vol.66, Issue 1, pp: 109-125.
Mercy Corps. (2015). ‘Youth and Consequences: Unemployment, Injustice and Violence.’ Report. Mercy Corps, Portland, OR. Available at: https://www.mercycorps.org/sites/default/files/MercyCorps YouthConsequencesReport 2015.pdf
Nasser-Eddine, M., Garnham, B., Agostino, K. and Caluya, G. (2011). Countering violent Extremism (CVE) literature review. Available at: http://dspace.dsto.defence.gov.au/dspace/bitstream/1947/10150/1/DSTO-TR-2522%20PR.pdf
Sajjad, F.W. (2022). Rethinking education to counter violent extremism: a critical review of policy and practice. Ethics and Education, Vol.17, Issue 1, pp: 59-76.
Stephens, W., Sieckelinck S & Boutellier H. (2021). Preventing Violent Extremism: A Review of the Literature. Studies in Conflict & Terrorism, 44:4, 346-361.
Svennevig, H., Jerome, L. & Elwick, A. (2021). Countering violent extremism in education: a human rights analysis. Human Rights Education Review, Vol.4, No.1.
Veenkamp, I. and Zeiger, S. (2007). Countering Violent Extremism: Program and Policy Approaches relating to Youth through Education, Families and Communities. Available at: http://ebooks.iospress.nl/volumearticle/38476
Vocational Training in Afghanistan. Available at: https://www.mercycorps.org/research-resources/does- youth-employment-build-stability