Challenging the Bad Masters: Teachers As Gatekeepers in Implementing the Inter-Religious Dialogue Against Radicalization of Youth

The increasing number of terrorist attacks, in and outside Europe, requires new strategies for prevention and construction of a new “sense of being in the world.” Nevertheless, there is only one tool capable of defeating the radicalization before it takes place: the dialogue, particularly between religions, whose diversities, real or perceived, are often a justification for the radicalization and extreme forms of behaviour. The EU report on prevention of radicalization and recruitment of European citizens by terrorist organizations (CE A8-0316/2015) pointed out the important role should be played by schools and education in preventing radicalization observing that enabling teachers to take an active role against all forms of discrimination and racism is crucial for this purpose.

The aim of this work is to present a comparative mixed-method action-research design conducted in 5 European Countries (Belgium, France, Italy, Poland and Romania). The research outcomes provide an alternative empirical basis in designing/informing innovative anti-radicalization OER (open educational resources), and media products (e.g. anti-radicalization Educational Cartoons) based on narratives for dialogue among different religions. These will be proposed as support to the teachers of pre-adolescent and adolescent pupils in order to contrast social media influences in the construction of radical behaviours.