Young people and extremism: a resource pack for youth workers - Salto Youth
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Young people and extremism: a resource pack for youth workers
Erasmus+ Erasmus+ is the European Union programme for education, training, youth and sport. It runs from 2014 to 2020 and has a budget of €14.7 billion. Erasmus+ aims to modernise education, training and youth work across Europe, by developing knowledge and skills, and increasing the quality and relevance of qualifications. It is open to organisations across the spectrum of lifelong learning: adult education, higher education, schools education, vocational education and training, youth and sport. Erasmus+ will enable more than four million people to study, train, volunteer or work in another country. Access to international experience not only benefits the individuals involved, but also their organisations – enabling them to develop policy and practice, and so offer improved opportunities for learners. Erasmus+ has responded to changing circumstances in Europe, and the growing concern for social inclusion, by encouraging new project applications which emphasise the following: eaching out to marginalised young people, promoting diversity, intercultural R and inter-religious dialogue, common values of freedom, tolerance and respect of human rights; nhancing media literacy, critical thinking and sense of initiative E among young people; quipping youth workers with competences and methods needed for E transferring the common fundamental values of our society, particularly to young people who are hard to reach; Preventing violent radicalisation of young people. Given the current context in Europe regarding migration, Erasmus+ also encourages youth mobility projects involving – or focusing on – refugees, asylum-seekers and migrants. (Based on the Erasmus+ Programme Guide 2017, page 78) Cultural Diversity SALTO Cultural Diversity (SALTO CD) is one of eight resource centres in the SALTO-Youth network (Support Advanced Learning and Training Opportunities for Youth). These support the Erasmus+ Youth Chapter by providing non-formal training and networking opportunities for youth workers across Europe. SALTO CD is particularly concerned with topics such as culture, ethnicity, faith and identity, in order to promote cultural diversity. It has a keen interest in contributing to new approaches in relation to young people and extremism, and in promoting international partnerships which support further learning and exchange in this area.
Contents
1 Introduction
Tools
1 The benefits of partnership in youth work
12 Mapping your community
1 About this resource pack exercise
16 Identity exercise
3 Part 1: Perspectives of young people
18 Civic youth work action cycle
6 Part 2: Understanding the causes of extremism 28 Egg tower exercise
7 What are the main types of violent extremism? 30 Narratives and counter-
narratives exercise
7 What do we mean by extremism and radicalism?
31 Plus, minus, interesting
8 Causes of violent extremism
brainstorming model
9 What do young people get out of involvement in violent extremism? – Non-Violent communication
10 Why recruit young people? 33 Veil exercise
10 Contextual analysis 39 Cultural symbols exercise
11 A culture of violence – Local contextual awareness
11 Action research
14 Part 3: How youth work can make a difference Case studies
18 Civic youth work 17 The THINK Project
20 Aware Girls
21 Part 4: Identifying youth at risk
27 Mind Your Own Business
22 Recognising radicalisation
37 Love Works
25 Part 5: Youth worker responses to extremism 42 No-Nazi.net
26 The youth work relationship
28 Team building More tools and case studies can be
found on the SALTO CD website:
28 Group work https://www.salto-youth.net/rc/
34 Civic and/or political engagement cultural-diversity/publications/
36 Community engagement
40 Responding to individual young people
41 Organisational strategies
44 Local contextual awareness
44 Scenario discussion
46 Part 6: Using the Erasmus+ Programme framework
49 Conclusion
51 Bibliography
Introduction The benefits of
partnership in
youth work
In May 2016 the Council of the
To effectively address the drivers of violent European Union reiterated both the
extremism and promote peace, youth must value of youth work and the ‘role of
the youth sector in an integrated
be engaged as partners in the design and and cross-sectoral approach to
implementation of relevant programs and preventing and combating violent
radicalisation of young people.’
policies. With commitments to learning, to Since risks to young people from
partnership, to innovation, and to impact, extremism are not confined by
borders, but are also shaped by local
we are ready to address violent extremism, contexts, there is potential for youth
a defining challenge for our generation. organisations to work with partners
Global Youth Summit Against Violent Extremism, 28 September 2015, New York from different European countries.
In this way, youth organisations
Devastating terrorist attacks in In April 2016, 24 youth workers, can expand and enhance the
Europe in 2015–16 have increased community workers, activists and opportunities offered to young
concern at levels of extremism, policymakers from 14 European people and youth workers – enabling
including violent extremism. The states gathered in Paris to explore them to gain new insights, as a result
EU’s Terrorism Situation and these issues further. The seminar of exposure to different experiences
Trend Report of 2015 referred to enabled participants to increase and settings.
‘unprecedented’ numbers of people their understanding in this area,
going from Europe to Syria and Iraq
to become involved in armed conflict.
and explore the role of youth work
in response. The seminar’s
About this
Meanwhile, right-wing extremist
violence remains a significant threat
objectives were to: resource pack
identify and understand the causes This pack aims to help youth workers
to security across European states. of extremism and radicalisation; to increase their understanding
Governments, policymakers and r ecognise the importance of of the issues and their awareness
young people themselves are dialogue on the concept of of the complexities. It must be
all concerned to deter young citizenship and to explore questions emphasised that this pack – just
people from becoming involved of identity, including religious and like any other resource – does not
in extremism, especially violent political beliefs; have all the answers. Extremism and
extremism. The Paris Declaration radicalisation, and how they impact
issued by the Council of the quip participants with the ability to
e
on young people, are complex issues
European Union in 2015 noted identify those most at risk and with
and there is no ‘one size fits all’
the rise of extremism in European tools to respond to different levels
remedy that will stop young people
society and expressed commitment of extremism and radicalisation;
from being involved in extremism,
to upholding fundamental values – esign and implement activities
d including violent extremism.
including respect for human dignity, using the Erasmus+ framework However, this resource focuses on
freedom, democracy, equality, the to help young people at risk from youth work as a practice that can
rule of law and human rights. It extremism and radicalisation. enable us to respond to the risk of
emphasised the role of education, young people becoming involved.
This resource pack builds on the
along with the need for co-operation It highlights civic youth work, in
content of the seminar and aims
across the EU’s member states, to particular, as a specific approach
to provide theoretical and practical
ensure that, ‘Children and young to youth work based on active
support to youth workers, as well as
people acquire social, civic and citizenship that can help in reducing
providing information and insight to
intercultural competences, by this risk.
policymakers, youth and education
promoting democratic values and
practitioners and other organisations Having a better understanding of
fundamental rights, social inclusion
involved in responding to the risks young people can help us to better
and non-discrimination, as well as
from extremism and radicalisation. understand radicalisation. If we want
active citizenship.’
to understand young people as best
as possible, we need to try to do so,
1
Definitions not just as adults or as professionals, We recognise that not all readers
Civic youth work is work but also from the point of view of who work with young people will
with young people in order to young people themselves. We need necessarily identify themselves as
bring about change in the to connect with young people in youth workers. Many different kinds
issues that matter to them ways that help us to learn how they of professionals and volunteers have
in their daily lives. make sense of extremism, including opportunities to work with, or on
violent extremism. The resource pack behalf of young people, in different
Action research provides therefore begins with an analysis of settings, including teachers, social
a cyclical process of learning the different ways in which young workers and civil servants. Whenever
and action to find solutions people are perceived in society the term youth worker is used, it
to problems. and how this can influence our does not refer exclusively to those
Non-formal learning is learning engagement with them. It who are in a professional youth work
that takes place in a broad range also proposes action research role or who have a particular set
of settings, such as community in partnership with young people of qualifications in that regard, but
centres or sports clubs, and as a way of developing responses includes anyone in direct contact
is not dependent on formal to problems through both action with young people. In the Erasmus+
education structures, such as and reflection. programme, ‘young people’ usually
a curriculum, but is centred on This resource pack offers ideas, refers to those aged 15–30. This may
the voluntary participation of the examples and practical techniques differ from your local context – and
learner, who is actively involved through which youth workers, some of the examples mentioned
in their own learning. community workers, policymakers may refer to young people on either
and those who work with young side of that age band – but this
people can engage with challenging material is generally intended for
questions and better understand the those who work with young people
context young people are living in. It in this age category.
explores the role of youth work with
an international dimension, and of
non-formal learning more generally,
in responding to the risks to young
people from different forms of
extremism.
Alongside each section, there are
questions to aid critical reflection and
help you think about the best way to
apply these ideas in your context and
with the young people you work with.
The pack also includes a number
of case studies (showing how some
of these techniques have been put
into practice) and tools and practical
ideas you can implement in your own
work. Further resources including
more case studies and tools are
available on the SALTO CD website:
https://www.salto-youth.net/rc/
cultural-diversity/publications/
2
Part 1: Perspectives
of young people
3
Further reading Young people through the centuries have been the
‘Hoodies, louts, scum’:
how media demonises
target of commentators keen to pin all of society’s
teenagers’ Richard Garner. ills on to them. Young people can, and do, commit
The Independent 13 March serious crimes… However, what is not at all clear is
2009:
www.independent.co.uk/news/ whether young offenders have any connection with
uk/home-news/hoodies-louts- tales of national decline, or that young people are
scum-how-media-demonises-
teenagers-1643964.html worse thought of these days than they used to be.
Folk Devils and Moral Panics: Moral panic has always been with us.
The creation of the Mods and Geoff Pearson, Antisocial Behaviour: Modern Folk Devils
Rockers, Stanley Cohen, 2002.
There are a number of different ways in which we can view young people,
summarised in the table opposite. It is important to understand that the first
three perspectives are characteristics of a deficit model, where young people
are viewed as in some way deficient. They are considered not yet fully formed
and can potentially even represent a risk to themselves. These perspectives
are grounded in a conception of youth where chronological age dictates
development, and in contrast to adults, it is considered that young people are
in a phase of preparation for ‘real life’.
These various viewpoints are noticeable in media representations of young
people, where they are described in negative terms more often than positively.
For example, research has found that descriptions of teenage boys in the
media connected them to issues of crime more than half the time. Such
demonisation can create a sense of moral panic about ‘the youth of today’. This
phenomenon shows how public anxiety can be generated in relation to certain
societal standards or social problems and sensationalised in the media – in
turn adding to the anxiety.
The last perspective listed in the table
opposite – which views young people
young people can
as co-creators – forms the foundation
for this resource pack. It supports
and must be part
approaches that are based on working of the solution
in partnership with young people. Such
approaches can be used to address risks from extremism and radicalisation,
by recognising that young people can and must be part of the solution.
When youth workers, educators and others who have professional
relationships view young people in this way, it releases the potential for young
people to develop their understanding of the world around them and to use
their skills (including critical thinking skills) to work in partnership with adults to
bring about social change.
4
Young Description Programme Model Definitions
people as… response A Deficit-based approach to
Vulnerable Young people are Protection, diversion Deficit-based working with young people views
susceptible to various – can lead to an them as lacking the necessary
dangers and risks over-protection that skills, qualities and information
such as alcohol fails to enable young to contribute fully to society, or
abuse, violence, people to learn how defines them in terms of their
sexual exploitation, to navigate the world problems or needs and how
dangerous ideologies; around them. they represent a threat
they need to be kept to society.
safe. Agency refers to a person’s
capacity to act and make
choices about their own lives,
Problem Young people are Management, and to make use of their skills
troublemakers and control, containment, and capabilities.
are deviant, they can diversion. An Asset-based approach
cause harm to others to working with young people
and are a threat to views them in terms of what
society. they offer, their abilities and
strengths. This approach
also recognises that young
Consumer Young people are not Marketing, people have distinctive ideas
ready to contribute entertainment, and opinions; it values their
in society, they depositing information perspectives as young people.
are ‘empty vessels’ – can switch the
awaiting the deposit of focus from learning Questions for reflection
information; they are as a process to an
the future. emphasis on outputs, How do you see young people?
such as the numbers hen you explain your work
W
participating in a to friends or family, how do
programme. you present young people?
What representations of young
people are shared with you?
Co-creator Young people have Partnership, dialogue Asset-based hich perspective(s) of young
W
the capacity to create, and discussion of people from those suggested
contribute, and sensitive issues, in the table inform(s) the
make a difference; youth-led approaches, work and projects of your
young people are learning by doing. organisation?
the present and not
ow can you – or the young
H
just the future; they
people you work with – change
are to be celebrated;
the narratives that are used to
they are part of the
talk about young people?
solution; young people
have agency – the
means or power to
take action.
Table 1: Summary of how young people can be viewed
5
Part 2:
Understanding the
causes of extremism
6In this section we explore what factors are involved
in influencing young people to participate in
extremism, particularly violent extremism. It focuses
on understanding some of the realities that young
people face.
If we acknowledge that different
perspectives may inform our views of What are the main What do we mean
– and actions towards – young people,
we can see that young people are
types of violent by extremism and
often understood to be ‘vulnerable’ to
involvement in extremist groupings.
extremism? radicalism?
This is reflected in the portrayal According to the Centre for Dictionary definitions can help us
of young people in the media. For the Prevention of Radicalisation understand the meanings of certain
example, the UK-based commentator, Leading to Violence (CPRLV) in terms at a base level and we can
Alan Grattan, wrote in Youth and Canada, violent extremism can then begin to explore how these
Policy, that, ‘Britain has a ‘youth be categorised in four ways: terms are used more broadly in
problem’ of a new dimension, that 1) Left-wing violence, such as violent relation to violent extremism. Some
of young disillusioned and alienated acts committed by anti-capitalist terms have particular connotations
Muslims who are vulnerable to groups in order to transform for different people, or are perceived
‘radicalisation’ processes from those political systems. This category differently in different contexts,
who want to wage a ‘war’ on Britain.’ can also include violence by and distortions might appear as
animal rights extremists or a result of different agendas. This
This kind of rhetoric can create
environmentalist groups. examination of terminology is
anxiety and suspicion towards young
crucial in preparing for successful
people, while ignoring the dynamics 2) Right-wing violent acts, such as engagement with young people.
in wider society. This resource pack those committed by far-right
acknowledges the very real challenges groups, often referred to as ‘neo- The Chambers Dictionary defines
facing young people, but also aims to Nazi’ groups. Such groups are an extremist as, ‘someone who
promote the view that it is much more motivated by racism and a desire to has extreme opinions, especially in
constructive to treat young people as defend supposed racial supremacy. politics’, and states that when the
potential agents of positive change. word is used as an adjective it means
3) Religiously motivated violence, ‘relating to, or favouring, extreme
Before we can support young people such as violent acts committed measures’. A ‘radical’ is someone
to act on the basis of their abilities, by extremist Islamic movements, who favours far-reaching social and
strengths and capacity in the face of which often have specific political reform. It is when violence is
extremism, we need to understand grievances against Western involved that these definitions begin
how it manifests itself and to governments in relation to to shift in their emphasis – and it is
consider some of the terminology – foreign policy. worth recognising that on their own,
not only for our own understanding
4) Issue-based violence, such as radical opinions or ideas are not
but also to help young people
violence carried out by groups considered problematic.
critique the messages they receive.
concerned with a single issue – No definition for radicalisation has
such as abortion or homosexuality. been universally adopted and it has
Incidents of violence have been been described in numerous ways by
perpetrated on a similar scale various organisations – some denote
by both extreme right-wing and it with reference purely to Islamic
Islamist groupings in Europe in terrorism, while others look at it
recent years. However, this is not more broadly. The CPRLV in Canada
reflected in public perceptions, frames radicalisation in terms of the
since media attention tends to focus use of violence to achieve change,
on certain incidents. We should defining it as ‘A process whereby
all aim to become more informed people adopt an extremist belief
– recognising that facts can suffer system – including the intent to use,
from distortion in the media, and encourage or facilitate violence –
terminology can be used that stems in order to promote an ideology,
from discriminatory assumptions or a political project or a cause as a
encourages stereotyping. means of social transformation.’
7Honour and responsibility
A community worker in Belfast,
The CPRLV summarises violent
radicalisation as: Causes of violent
Northern Ireland works with ‘The adoption of an ideology whose
rationale becomes a way of life and
extremism
young men in a neighbourhood
where there is a legacy of a framework for meaningful action The following factors have been
statutory military service as well for the individual. identified from research into violent
as paramilitarism. He described he belief in the use of violent
T groupings around the world. They
how there is a strong sense of means to promote a cause. indicate an increased likelihood
respect for the sacrifices made of individuals deciding to involve
he merging of ideology and
T themselves in a specific campaign
by previous generations in violent action.’
serving in military actions and it of violence:
is something that is honoured https://info-radical.org/en/ The existence of a grievance or
in those communities. He perceived injustice by a sub-group
The term ‘extremism’ can also be
observes that ‘there’s a sense of the population.
relative – dependent on what is
of what’s responsible in terms interpreted as moderate. This means ge and gender (terrorist acts are
A
of responding to that through that views considered threatening generally committed by young
the service of your own life and to the status quo may be thought of males aged 15 to 25).
wanting to be committed and as extremist views. A challenge that Past family involvement with,
true to that.’ emerges here is that these various or support for, the movement.
Preventing Youth Extremism terms can be used in ways that end
(interview), R Higginson up labelling certain belief systems, or ommunity support for the
C
associating them with violence where insurgent group, or high status
there have in fact been no violent associated with membership of
actions. Efforts to counteract violent the group.
manifestations of extremist views oercion or conscription into the
C
become less effective when they movement.
narrow their focus to predicting who ventual membership as a result
E
will become tomorrow’s terrorist. of an incremental process of
For the purposes of this pack, when increasing acts of insurgence.
the text refers to violent extremism, engeance as the individual feels a
V
it is with the understanding that it need to hit back and right wrongs.
embraces a belief that violence is a
legitimate method to achieve certain become a member of an
To
aims. Similarly, when the text refers armed group there must be an
to radicalisation, it is based on an organisation that the individual has
interpretation that includes violence the opportunity to join, and that
as part of the means to an end. wants his or her membership.
(Based on Ferguson, Burgess
and Hollywood (2008))
What is noticeable from this list
is that religion is not included as
having a direct causal relationship
with violence. It has been suggested
that religious ideology may have
more to do with binding a group of
people together. Ultimately, focusing
on a small range of factors such as
religious ideology or mental health
does not enable us to explain why
some people get involved in violent
extremism. Many experts agree that
there is no single pathway to violent
extremism.
It may be more productive to focus
on asking how violence becomes
legitimate in the mind of the
perpetrator and, more importantly,
to explore the political circumstances
and the kinds of political narratives
which are required for violence to be
seen as legitimate.
8What do young community. Another motivation
for involvement may be the fear of
people get out shame, particularly for falling short
of shared norms and expectations,
of involvement such as gender-based notions
around expectations of what it
in violent means to be a man.
extremism? egitimisation – extremist acts
L
of violence can emerge in societies
The following list is by no means where there is increased division
exhaustive, but offers a way of and between ethno-religious
understanding young people’s communities or political identities.
decisions to get involved in organised Such division creates a heightened
armed violence sense of tradition and cultural
identity and anything perceived to
sense of identity, belonging
A
threaten that culture or ‘way of life’
and acceptance – the young
reinforces the divide between ‘them’
person may feel that they are
and ‘us’ as well as fear of ‘the other’.
being included, and the group may
Participation in organised armed
provide a source of support. This
groups can serve as justification for
may be particularly relevant for
discriminatory and violent actions
young people who feel alienated
towards ‘the enemy’.
by a prevailing culture, or who may
be feared or suspected because way out of poverty – particularly
A
of their beliefs, religion, or where for those young people living in
they live. communities suffering deprivation,
involvement in gangs or paramilitary
ecurity or safety – on the one
S
groups may offer a source of
hand, the young person may feel
income. For some, becoming
safer as a member of a particular
active in a violent gang or extremist
grouping, particularly if there is a
group may be considered as an
perceived threat from outside the
alternative career.
neighbourhood or from a different
grouping. On the other hand, there sense of empowerment and
A
may be very real consequences for purpose – the young person may
the young person if they choose feel that their contribution matters
not to get involved. For example, in and that their worth is validated
Germany, young people who are because of the role they are given
not part of right-wing groups in within a violent extremist group.
some rural areas may experience n opportunity to resolve
A
fear and intimidation because of injustices – regardless of whether
the level of domination by a right- these are local or global, some
wing youth culture; some may feel violent groupings are perceived
they have to blend in to stay safe. positively because they are
tatus – involvement in a violent
S doing something. This can be an
gang or extremist group may give important factor in communities
the young person a sense that where the police force is perceived
they are protecting their family or to be unrepresentative and
neighbourhood. engaged in unfair practices (such
as ethnic profiling) and is therefore
onour and responsibility –
H
not accepted, nor seen as effectual.
affiliation with an organised armed
Some young people may feel
group can often tap into a sense of
that being part of a paramilitary
duty about what it means to be a
organisation or extremist group
responsible citizen. The activities of
is their only way to challenge the
paramilitary groupings may become
inequities or discrimination they
dominant and accepted as normal
experience (see side panel on page
in some neighbourhoods, especially
11 for examples).
if they are seen as resolving local
problems more effectively than n opportunity to ‘fight back’
A
the police. They may also provide – the decision to join an extremist
another avenue for young people organisation may be in response
– young men in particular – to act to a sense of being part of a
out of a sense of service to the local broader social conflict, such as a
9perception that Muslims and the
religion of Islam are under siege Why recruit young Contextual
on a global scale, or that refugees
and asylum seekers are to blame
people? analysis
for unemployment and increasing It is worth considering what the Contextual analysis is about
pressure on public services. adults involved in organised armed examining the environment in which
evenge – sometimes there will
R groupings are trying to achieve by we work with reference to young
be a very specific incident, which recruiting young people into their people, taking into consideration
is perceived to be an attack on a ranks. Going back to the different the structures that shape young
specific group or community that perspectives of young people, it is people’s lives such as political,
leads a young person to choose often the ‘troublemaker’ perspective educational and social structures,
to ‘join up’. of young people that dominates and the historical and cultural
discussion of the rationale for youth context, as well as identifying their
topian vision – there is some
U recruitment. Militias can sometimes key characteristics. It is important to
evidence that young women, exploit the way in which a community remember that young people are the
particularly young mothers, might perceive a particular young only true experts when it comes to
have been influenced by a vision person or group of young people their own experiences – they are our
of a utopian society – such as, as being ‘out of control’ by using teachers about what it is like to be a
‘Daeshland’ – that is free from intimidation tactics to bring them young person in the here and now.
crime and poverty, a place of safety, under their control. Youth workers need to take time to
equality and solidarity. This has analyse the context and explore how
motivated some young women to Research has shown that young
people can be viewed as ‘cheap, young people make sense of and
attempt to travel to conflict zones experience their locality and society
such as Syria, in order to join Islamic effective, and obedient fighters’
(Kemper in Magnuson & Baizerman, more broadly.
State’s state-building efforts.
2007). Child Soldiers International The tool ‘Mapping Your Community’
‘buzz’ – the sense of excitement
A has recorded the involvement of tens on page 12 can be used to create a
that some young people experience of thousands of child soldiers in most visual representation of how you or
as a result of their involvement in armed conflicts and in almost every the young people you work with see
violence, such as street violence, region of the world since 2000, with the community. It can be particularly
should not be underestimated – young people often controlled and helpful in highlighting the areas
particularly in communities where exploited as conflict ‘fodder’. where young people feel safe and
there is a lack of youth provision showing differences in perspectives
or where extremist groups seek between different groups.
to incite violence by arranging
demonstrations that result in
civil unrest.
It is important to remember that young
people are the only true experts when it
comes to their own experiences – they are
our teachers about what it is like to be a
young person in the here and now
TERRA is a European project that
focuses on preventing radicalisation
and supporting de-radicalisation.
Its website: http://terra-net.eu
offers materials for professionals
to understand and respond to
radicalisation. In addition, the project
has produced a number of short
films with victims of terrorism and
former radicals, as well as a variety
of professionals currently working
in this area:
https://vimeo.com/terratoolkit
10A culture of include representatives of armed
groups, as well as parents, teachers,
An opportunity to resolve
injustices?
violence? leaders of extra-curricular activities,
local community leaders and police
‘Police and law enforcement
officers are using ethnic profiling
It is also essential, as part of officers. At the age of 15 or 16, this when they view people as
understanding local contexts, to requires a complex set of skills in suspicious because of who they
explore the extent to which a culture order to stay safe, let alone succeed. are, what they look like, or where
of violence exists and the extent
to which violence manifests itself
in different ways – for example, in
This highlights they pray, rather than because
of what they have done.’ – Open
domestic violence, hate crime or the importance of Society Justice Initiative and
European Network Against
alcohol-related violence, experiences
of intimidation or bullying, public enabling young Racism, 2009.
disorder and rioting, political
violence emanating from violent people to teach us A youth worker from Northern
demonstrations, as well as in military
actions overseas. Violence may have
what it is like to be Ireland told the story of one
young man whose brother had
an on-going impact on a number of
aspects of the lives of young people;
a young person in been involved in paramilitary
activity. The police raided the
it may become normalised as part their neighbourhood family’s home, were abusive to
of everyday life and accepted as ‘the
way things are’. and to support them the mother and damaged the
house. While the raid may have
Moreover, those in power may
sometimes consider that their
to have a sense of been a necessary action, it was
the tactics used by the police
interests are best served by
allowing a culture of violence –
ownership of what that had a knock-on effect on
the young man and his peer
with conflicting factions becoming they want to do in group. As the youth worker
described it, ‘they went after
further entrenched in their opposing
positions – to continue. their lives one radical and created several
Youth workers need to reflect on others in the process.’
Societies across Europe have many
sources of difference – socio- their own context and on the young
economic, political, ethnic and people they work with as they seek A report by the Institute for
religious lines. It is important that to address the topic of extremism, Security Studies on radicalisation
these are considered carefully as and to actively engage in this process in Kenya found that: ‘Political
part of contextual analysis. with young people. A useful tool factors have pushed Muslim
in reflecting on our local context is youth to join extremist groups
Young people may see violence as a
action research. This can also help as a counter-reaction to or way
legitimate way of handling conflict,
to identify the divisions present in of retaliating against what they
they may be ready to use it as a
our communities. see as “collective punishment”
means of advancing a particular
cause, or they may find it difficult that is driven by a misguided
to see solutions or alternatives to
violence. The sense of powerlessness
Action research perception that all Muslims are
terrorists or potential terrorists.’
experienced by many young people Action research is a process that Radicalisation in Kenya:
should not be disregarded in terms practitioners can use to examine Recruitment to al-Shabaab
of how it motivates some young the interventions they carry out and the Mombasa Republican
people to take extreme actions. This with young people, and to find ways Council, Anneli Botha, Institute
reinforces the need to talk openly to enhance them – particularly for Security Studies, 2014.
and directly with young people by improving the fit with the local
about violence – and to explicitly context. Exploring answers to key
questions, particularly with young Online resources
name issues such as racism and
sectarianism as issues of violence, people, is often the starting point A number of activities that
in order to challenge the prevailing for this approach. In the context will help you to explore
culture and to find alternatives. of extremism and radicalisation, the dynamics of your local
action research can enable youth community are available online:
It is also worth noting the complexity workers to identify the most relevant Understanding contested
of young people’s lives – not just in practices and to build practical spaces; Understanding inter-
terms of pressure to succeed, or projects on the basis of responses group tensions; Mapping
pressure to fit in, but also in terms to the questions. organisations, programmes,
of community expectations. For
A further extension of this approach projects and services:
example, young people from inner-
is youth participatory action https://www.salto-youth.net/rc/
city neighbourhoods can spend a
research, where young people are cultural-diversity/publications/
significant amount of time managing
competing demands and pressures directly involved in leading action
from different sources – which may research activities.
11Mapping your community exercise
Aim:
To develop a profile of your local community, exploring how it shapes life
for young people, and to consider why things are the way they are.
Resources required:
Large piece of paper e.g. flipchart or card.
Method:
Think through the following questions and note down
your responses.
1. On a single sheet of paper (the larger the better) draw a rough outline
of what you take to be your local community. Leave enough space inside
and outside of the boundary to write.
2. Now, focus on the inside of the boundary.
a. W
here are the major landmarks? What institutions exist
(places of worship, schools, etc.)?
b. What types of businesses are in the community and where are they
located? What youth organisations, associations or community clubs
exist? Place all of these on your map.
c. What groups of people are located in the community? Do they
frequent or occupy a particular location? How do they move within the
community? Where are young people in the community? What space is
available to them?
d. What youth programmes, initiatives, opportunities exist? Where?
What space is safe, dangerous or open and safe only sometimes
during the day for young people?
e. What space is off-limits to young people?
f. W
here does violence take place? Where can young people go
to be protected, or feel safe?
g. How does the space change at night?
h. H
ow does the space change at particular times of the year, around
specific events or when certain things happen?
3. N
ow focus on the outside. What are the perceived threats to the local
community? Where do these threats come from? Who are the outsiders
who come into the community regularly? Where do they come from?
Why? Who decided the shape of your community? For what reasons?
What changes might affect its future shape and boundaries?
4. N
ow think about the map from your own perspective: Where are the
places that you frequent? Why these places? What places are safe for
you to visit? Which are not? Can you go into some of these places with
others? Who? What do you have to look out for as you walk in these
places? How has this place changed over time for you?
5. N
ow consider the questions above, how does the information you
gathered and listed provide an answer to the questions? What questions
does it not answer? Why? What new questions emerge?
(Based on Building Democracy with Young People in Contested Spaces:
A Handbook for Critically Reflective Practice that challenges cultures of
violence by Ross Velure Roholt, Laura McFall, Michael Baizerman, and
Paul Smyth (2008))
12Advantages of using
questions
The points raised regarding
action research highlight the
way in which questions can
enhance our own professional
development and practice, as
well as enable others to get more
out of the process.
way of orienting to, looking at,
A
and thinking about something.
Make planning explicit
and conscious.
eep you self-reflective about
K
your thoughts and practice.
xamining whether your
E
programme works and whether
your practice is effective.
revent you from getting blinded
P
by your opinions and beliefs.
acilitate communication and
F
true dialogue, with oneself and
with others.
Encourage others to learn
from themselves.
Invite participation. To ask
someone something is to invite
them to be involved in doing
something together, to join
in and be(come) a member.
elp keep your work
H
democratic.
(Based on Building Democracy
with Young People in Contested
Spaces, Ross Velure Roholt,
Laura McFall, Michael Baizerman
and Paul Smyth (2008))
Questions for reflection
ow does violence manifest
H
itself in the community where
you work?
What fault lines of divisions
are present in your local/
national context?
hen is violence seen as
W
legitimate – by young people/by
those living in your community?
In what ways can you
involve young people in
asking questions about the
neighbourhoods in which they
live, go to school, work and
socialise?
ow could you involve young
H
people in action research to
understand your local context
and to develop action projects
that address the key issues?
13Part 3: How youth
work can make a
difference
14One of the distinctive features of youth work, and Values
particularly, non-formal education, is its value base The values that shape youth
work practice are not solely
– that is, the values that inform the way we work with focused on change within
young people (such as diversity, justice and equity). individual young people. They
are also linked to our aspirations
This sets it apart from other learning approaches. for the world and our thoughts
on what contributes to the
The ethos of non-formal learning It is important that as youth common good. Youth work
for young people contrasts with workers we acknowledge we are can therefore be considered
curriculum-based or treatment- role models; we must pursue an ethical practice with the
focused approaches. The emphasis congruence between the way we live youth worker supporting young
is on supporting personal and social our own lives and the lives we are people in their journey of
development, where the young encouraging and supporting young understanding what it means to
person is in the driving seat and people to live. live a good life. It is also strongly
their decision whether or not to It also means recognising that we influenced by our orientation
participate is respected. bring our beliefs and values to towards young people – that
Examples of key values for work with everything that we do – and these is, the stance we take towards
young people include: have the potential to influence young young people, how we interpret
people. It takes an exceptional level what it means to be a young
espect for people – seeing the
R person, and how we respond to
good in everyone, treating others of honesty, integrity and moral
judgement to help young people young people.
with dignity and acknowledging the
uniqueness of others. explore their own values and beliefs
without imposing your own. Definition
romotion of well-being –
P
placing the focus of our work Congruence is about the
on the welfare of all. It takes an ability of the youth worker to
ruth – a commitment to
T
seeking truth and ensuring that
exceptional be genuine and for the way in
which they carry out their work
we do not teach what is false, that
we act with integrity and that we
level of honesty, to reflect the values of non-
formal learning. For example,
are open to dialogue. integrity and moral it would not be congruent for
a youth worker carrying out a
emocracy – not just about having
D
a particular political system, but
judgement to help drugs education or awareness
programme with young people
also a value in terms of working
out how we share in a common
young people to have a drug habit.
life and how we can do so in ways explore their own
that accommodate differences and
address inequalities. values and beliefs
airness and equality – ensuring
F
that the relationships we have with
without imposing
young people promote fair and
equal treatment as well as fair and
your own
equal access to opportunities.
(Based on Informal Education –
Conversation, Democracy and
Learning – Tony Jeffs and Mark
K Smith).
15Identity exercise
Aim:
To explore potential links between identity and the process
of radicalisation.
Resources required:
Paper and pens for everyone in the group.
Description: This exercise enables participants to reflect on what is most
important to them about their identity, to experience how it might feel to
lose a core part of who they are.
Method:
1. Ask each participant individually to reflect upon and write down seven
key aspects, which they feel are the most important to them in terms of
their identity.
2. Ask the participants to get into pairs, then to swap papers and review
each other’s aspects of identity without discussion.
3. Ask the pairs to return their papers to each other then ask each
participant to delete two aspects of their identity they feel they can
live without.
4. Instruct the pairs to swap papers again and each partner removes
two further aspects of the other’s identity – this is to be done without
consultation.
5. Then the information is returned to the original owners and the pairs
have a discussion about how they feel having lost a part of their identity.
6. Ask these questions of the whole group:
– What are the thoughts and feelings that emerge as a result
of this exercise?
– What does this mean for people in terms of a sense of belonging
and citizenship?
Thanks to Farkhanda Chaudhry and Ghizala Avan for permission
to reproduce this exercise that they facilitated during the Preventing
Youth Extremism seminar in Paris, April 2016.
The process of exploring values is an upports young people to be open
S
important part of exploring identity. and honest about themselves;
Youth workers must acknowledge nables them to critically reflect
E
their role in supporting young on the ways different identities are
people, not only to think about what interpreted;
is important to them, but also to
integrate these values with their elps them to wrestle with the
H
sense of self and the people they tensions that can come with holding
want to be in the world. multiple identities;
It can be helpful to think of identity upports them to name the values
S
as made up of two main elements: they wish to live by.
self-image and self-esteem. Self- Recent years have seen the growth
image (or self-concept) refers to of issue-based youth work (such as
how we describe ourselves, and/or initiatives to support employability)
knowing that we belong to certain as well increased policy emphasis
social groups such as ethnic/religious on raising levels of educational
groups. Self-esteem means the value attainment. These certainly have their
that we attach to our self-image, and/ place, given the challenges facing
or the emotional significance of being young people in the labour market
part of social groupings. across Europe. However, supporting
In order for young people to benefit young people’s broader social
fully from this process, youth workers development by providing space
must create a safe environment with to explore identity is at the heart
the following features: of youth work; it is young-person-
centred and supports their active
citizenship (Brent, 2014).
16Case Study
Online resources
Some further activities to help
you to explore identity with
young people:
Circles of influence;
the Shape game:
The THINK Project Instead, staff members focus on
exploring – without judgement – why
https://www.salto-youth.net/rc/
cultural-diversity/publications/
Ethnic Youth Support Team, those young people feel that way
Swansea, Wales and where these ideas have come
from, and on opening up space for
In response to increased activity discussion and dialogue. They then
by far-right groups in Swansea take the opportunity to challenge any
since 2010 – sometimes with public misinformation and to provide young
protests that resulted in street people with positive experiences of
violence – the Ethnic Youth Support diversity such as volunteering with
Team set up the Think Project as a black or minority ethnic/refugee
a non-confrontational method of organisation.
addressing extremism and racism.
The project works by offering training The Think Project also offers a range
over three days for young people of training services to professionals
aged 14–25 (particularly those who including trainer-training and
are not in education, employment or programmes to address issues
training) and covers racism, migration, such as cultural diversity awareness;
asylum, identity and extremism. Islamophobia; forced marriage;
It emphasises increasing young honour-based violence; Islamic
people’s understanding and critical extremism; racism and far-right
thinking skills, by using group work extremism.
methods – including dialogue and An external evaluation in 2015 found
discussion. Participants can also gain the project had achieved a range of
accreditation for completion of the positive outcomes including providing
programme. an effective means for young people
It is important to note that the to change attitudes and behaviours,
Think Project does not stigmatise embedding good practice regarding
or criminalise young people who diversity, and developing new ways of
exhibit racist language or opinions. tackling the issue of extremism.
www.thinkproject.org.uk
www.counterextremism.org/resources/details/id/504/the-think-project
http://bit.ly/29a42is
EYST and i-works research, 2015
17Civic youth work
Any kind of activity undertaken
Civic youth work action cycle
with others in relation to an issue Aim:
of public interest or concern can To support a group to develop, design and implement their own action
be considered political activity – project on an issue that matters to them.
for example, getting together with
Resources: Flipchart paper and markers, internet access
others to set up a food bank for
for research purposes.
families who are struggling financially,
or joining with others to respond to Description:
changes in a public service, such as, This model came out of an action research process in Northern
the closure of a hospital. When we Ireland, whereby Public Achievement staff and volunteers identified key
do something like this we are not components in how groups worked together to bring about change in their
only being political, we are also communities. It also draws on the approach to civic youth work described
acting out our citizenship. This by VeLure Roholt and Baizerman in Civic Youth Work Primer.
reflects an understanding of
citizenship that goes far beyond Method:
the limited notion of having a The model is based on four processes that continue throughout the
passport or voting in elections. group’s activity: relationship building, evaluation, making the project public
and celebrating achievements. As the diagram below illustrates, this is not
When applied to youth work,
a linear process. For a group that meets once a week, about 6–12 months
these ideas build further on the
are usually needed to work through this process.
perspective that sees young people
in terms of their capacity. Rather
than being seen as people who will
attain full citizenship once they are
old enough to vote or have acquired building
certain kinds of knowledge, young relationships
people are interpreted as ‘citizens end of cycle exploring
now.’ Civic youth work is a practice celebration and defining
that has emerged as a result of this issues
interpretation of citizenship and of
seeing young people’s capacity to be
initiators and agents of social change.
Relate
making
In contrast to a purely skills-based project researching
approach to citizenship, civic public the issue
youth work draws on the concept
of ‘civic literacy.’ This encourages
young people’s learning on what Reflect Celebrate
it means to be democratic and to overall
live democratically – and to learn by process describing
doing through addressing common evaluation problems
problems in collaboration with
others.
Civic youth work could be described delivering designing
as a political approach to youth action action plan
work. It challenges accepted social
norms and asks questions – such as,
‘What is normal’, and ‘Who decides?’
Civic youth work also supports
young people to analyse power
relationships and challenge power In contrast to a purely skills-based
dynamics, particularly in situations
where they feel disempowered.
approach to citizenship, civic youth work
Civic youth work recognises the
importance of its underlying values
draws on the concept of ‘civic literacy.’ This
– particularly fairness, diversity and encourages young people’s learning on
democracy.
what it means to be democratic and to
live democratically – and to learn by doing
through addressing common problems in
collaboration with others
18In essence, civic youth work focuses Young people who take part in these Definition
on supporting a group of young kinds of interactions are more sure Touchstone – this is a standard
people as they address an issue of of who they are, are more aware of or criterion by which something
importance to them. each other, the neighbourhoods they is judged or recognised. In the
For example, in Belfast a group of live in and the world around them. present context, it refers to the
young women taking part in a civic They have a sense of ownership, particular qualities of youth
education project became concerned developed by taking care of things work and non-formal learning. It
about so-called ‘punishment’ that matter to them, and greater helps us to understand what is
attacks on other young people in self-confidence. They are learning distinctive about what we do.
their community carried out by to listen to different voices and
paramilitary groupings. Such attacks have understood what it means
were intended as a kind of vigilante to collaborate with others. They Questions for reflection
‘justice,’ meted out to young adults demonstrate problem-solving skills
ake a list of the values that
M
for anti-social behaviour. Victims and have developed stronger critical
you consider to be highly
might be shot in the knees or ankles; thinking skills. Since these are all
important in your life and work,
some were beaten by paramilitaries attributes that obstruct extremist
and think of an example when
with baseball bats. There were behaviours, there is a strong case for
your values have guided you.
even instances where parents were investing in initiatives that support
civic youth work. omplete this sentence: ‘As a
C
contacted and told to bring their
youth worker you can expect
child for an ‘appointment’. The young It is clear that the way we work with
me to…’
women worked together to become young people is no less important
more informed about the extent of – and arguably more so – than the hat would a young person
W
the problem, developed a campaign content of our work. If we can bring gain as a result of experiencing
to highlight the issue and lobbied young people in to a process of these values?
Northern Ireland’s most senior exploring values – a process that hat would your co-workers/
W
police officer – including calling him includes discussions on identity and co-leaders gain as a result of
to account for the performance provides space for young people to experiencing these values?
of the police in investigating these identify what is important to them –
incidents. While the issue could not then civic youth work can open up hat would your organisation/
W
be resolved overnight, the young new possibilities for young people in project be like if it encouraged
women were instrumental in keeping their lives. It can provide the means its staff and/or volunteers to
it on the agenda of decision makers for young people to formulate and reflect these values?
and public servants – and in the express ideas and opinions, to oes the vision of your
D
public eye. understand what democracy means organisation/project reflect
The section below outlines some in the here and now, and to partner your values?
‘touchstones’ for civic youth work. with adults in finding ways of making
Regardless of your setting or a positive difference in their own
professional background, these can communities and beyond.
be useful in identifying where your
engagement with young people is
consistent with the ethos of civic
youth work.
Touchstones of civic youth work practice
1. The youth worker embodies an on-going invitation to participate.
2. T
he youth worker embodies an on-going invitation to work democratically
on issues that the participating young people find meaningful and
consequential. It is clear that the
3. T
he youth worker approaches young people as willing to work together way we work with
on public issues.
4. The youth worker embodies an on-going invitation to work in partnership
young people is
with young people – involving them always in analysis, decision-making,
action, evaluation, reflection and follow-up.
no less important
5. The youth worker creates space for active citizenship. – and arguably
6. The youth worker attends to the extent of each young person’s participation. more so – than
7. The youth worker supports praxis (the application of theoretical learning
to day-to-day practice). the content of
(Based on VeLure Roholt and Baizerman in Civic Youth Work Primer) our work
19You can also read
