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According to the Oxford online dictionary, radicalization is “the action or process of causing someone to adopt radical positions on political or social issues”. Multiple international violent events in 2017, such as: the Marseille and Barcelona attacks, the Charlottesville and Quebec City right wing protests and the Quebec City mosque shooting, indicate that violent radicalization is not a process that discriminates. People from various ethnic and/or religious origins are susceptible to various forms of violent radicalization. As such, this symposium will briefly examine current counter-radicalization legislative policies and the programs in the adult education sector. This will serve as a backdrop to explore alternative approaches in the workplace and community-based settings.
Over sixteen years after 9/11, notions such as extremism, terrorism, and radicalization have become a part of the everyday parlance of citizens, governments, media, among others. In the definitional realm, these concepts remain contentious, controversial and have generally come to be synonymous with those who practice a particular religion; share a specific culture and history; and have come to be known as Islamic radicalism, terrorism, and extremism. Those associated with the Middle East, North Africa (MENA) regions are exteriorized and pushed to the margins. Exteriority, conceptually, is an extreme form of marginalization as it manifests at multiple layers of the social ecology. The exteriorized are those outside social boundaries who are excluded from possessing basic rights, protection or resources (Hall, 2004). The exteriorized are considered “non-human” or as described by Fanon as “the wretched of the earth”. These “others” are often either invisible, considered expendable, or are demonized when they come to the attention of those in the inner circle. Their voices are not likely to be heard as they are not comprehended by the ears of the fearful. Since 9/11, the West has defined extremism, and designated complete cultural groups as terrorists. This marginalization is fueled by politicians, normalized by the media and results in hate speech and hate crimes. Given the growing racism directed at all those from the Arab world, this workshop puts forward suggestions on how Islamophobia can be deconstructed in the classroom. Although there has been a significant amount of research about extremism from the fields of psychology, national security, law and order paradigms, not much attention has been rendered to study these issues from the field of education. The predominant narrative, which students are internalizing about extremism and terror must be interrupted and understood in its wider context if we are to begin transforming this conflict. In order to address this need, Concordia University coordinated a three-day Institute entitled, “Creating Learning Against Radicalization (C.L.E.A.R.). The Institute brought together in-service and pre-service teachers, experts, practitioners and academics to develop instructional material through art, social media, celphilms, curricular tools etc. with an aim to deconstruct hegemonic national security state discourses, examine marginalization and its links to extremism etc.
