The Influence of Education and Socialization on Radicalization: An Exploration of Theoretical Presumptions and Empirical Research

• Published in: Child & youth care forum 2012-06, Vol.41 (3), p.311-325
• Main Authors: Pels, Trees, de Ruyter, Doret J.
• Format: Article
• Language: English
• Subjects: Adolescents; Behavior; Behavioral Science and Psychology; Child and School Psychology; Child Rearing; Children; Developmental Tasks; Education; Educational Environment; Educational Objectives; Ethnicity; Europe; Family (Sociological Unit); Foreign Countries; Ideology; Islam; Literature Reviews; Muslims; Negative Attitudes; Original Paper; Parent Child Relationship; Parenting Styles; Parents; Political Power; Prevention; Psychology; Radical groups; Radicalism; Resistance (Psychology); Social Capital; Social Control; Socialization; Terrorism
• ISSN: 1053-1890; 1573-3319
• DOI: 10.1007/s10566-011-9155-5

Background and Objective Research into radicalization does not pay much attention to education. This is remarkable and possibly misses an important influence on the process of radicalization. Therefore this article sets out to explore the relation between education on the one hand and the onset or prevention of radicalization on the other hand. Method This article is a theoretical literature review. It has analyzed empirical studies—mainly from European countries—about the educational aims, content and style of Muslim parents and parents with (extreme) right-wing sympathies. Results Research examining similarity in right-wing sympathies between parents and children yields mixed results, but studies among adolescents point to a significant concordance. Research also showed that authoritarian parenting may play a significant role. Similar research among Muslim families was not found. While raising children with distrust and an authoritarian style are prevalent, the impact on adolescents has not been investigated. The empirical literature we reviewed does not give sufficient evidence to conclude that democratic ideal in and an authoritative style of education are conducive to the development of a democratic attitude. Conclusion There is a knowledge gap with regard to the influence of education on the onset or the prevention of radicalization. Schools and families are underappreciated sources of informal social control and social capital and therefore the gap should be closed. If there is a better understanding of the effect of education, policy as well as interventions can be developed to assist parents and teachers in preventing radicalization.