Prevention of extremism takes place in the field of tension between “norms” and “extremes”. Prevention practice therefore constantly reflects which actions are described as “extremist” and which concept of extremism is being used. The question of which extremist phenomena the focus is placed on is also subject to change and depends on social developments as well as media and political discourses.

Based on the empirical research on alternative narratives, successful alternative narratives were grouped along the extremist main narratives and worked out in terms of content. In line with the narrative, pedagogical principles for early prevention were also developed. These performances form a central basis not only for the Counter Stories project. They also provide a comprehensive resource for developing future preventive materials based on alternative narratives.

Core extremist narratives

Victim narrative: In the context of victim narrative, one’s own situation is declared to be the fault of others. Scapegoats are blamed for their own discomfort. The own situation can thus be explained, whereby responsibility is given up and what has a relieving effect. Images of the enemy emerge, which can lead to both fear of alleged persecutors and aggression towards them.

Injustice Narrative: One of the most important propaganda narratives is injustice. It starts with a feeling of injustice and the often-associated feeling of powerlessness and helplessness on the part of young people. In addition to the feeling of “having to do something”, anger and aggression often arise. Feelings of injustice can be related to one’s own situation as well as to global conditions for which solutions are sought.

Community narrative: The community narrative of extremist propaganda gives vulnerable people the opportunity to be part of a successful community, protection against isolation and being in a group. Communities of success are conjured up by extremist groups through alleged external threats. Membership is rewarded with a sense of belonging and community and a certain identity.

Narratives related to historical events: Extremist groups use post-emotionalism in their propaganda. Emotions that relate to past events are revived by linking them to current events and conflicts. In this context, for example, the crusades are instrumentalized by neo-Salafist or jihadist groups, and by right-wing extremist groups the siege of the Turks. Potential followers are called upon to continue fighting the ancestral struggle.

Conspiracy narrative: With the help of conspiracy theories, geopolitics is explained with anti-Semitic, anti-American, and anti-Western half-truths and legends. The conspiracy theories make teenagers feel like they understand the world. This leads to self-appreciation and an exaggeration of the individual or group.

Pedagogical basics of early prevention

The basic requirements for professional prevention work are openness, respect and taking the other person seriously: Anyone who wants to gain access to young people must show them recognition and acceptance – regardless of their behaviour and attitudes. It is important to be sensitive and to notice changes in the behaviour or attitudes of young people. At the same time, however, it is just as important not to judge too hastily: not every young person who paints swastikas on a wall is necessarily a neo-Nazi, and not every sign of practiced religiosity among Muslims is necessarily a sign of radicalization.

This does not mean that problematic statements should be ignored. On the contrary, it is essential to enter into a dialogue and keep asking: “What do you mean exactly?” “Why is that important to you?” Taking your own (political) positions can also be an advantage in this dialogue. This makes the points of view transparent, but without giving young people the feeling that they are going unheard. In order to maintain the dialogue, it is essential to relate to young people, even if they have problematic views. In this way, young people can experience that different views can coexist and that a dialogue is possible. Dealing with young people who are interested in extremist groups does not require academic expert knowledge of extremisms. However, it is important to know how young people live. Professional knowledge of what motivates young people is a basic requirement for working with young people.

In prevention work, spaces should therefore be created in which young people can discuss controversial topics and in which they are empowered to think independently and question things. An essential goal is therefore to empower young people in dealing with conflicts, compromises and contradictions, which is why criticism and contradiction must be allowed. This also means making your own role and attitude transparent and making sure that the young people do not simply adopt the opinion of the workshop leader because of the existing relationship of authority. When young people learn to form their own opinions and how to negotiate them, and when they find the courage to break away from peer pressure, these are important factors that immunize against the attraction of extremist groups.

The focus is on “what comes from the young people themselves”: This applies in particular to specific information on extremist groups. For example, names of groups or their channels should not be mentioned if they are not addressed by the young people themselves. This also minimizes the risk of arousing young people’s curiosity – especially with regard to extremists’ social media channels.

After all, it is important not only to reflect on the behaviour and attitudes of the young people, but also on oneself and one’s own role: Where do my values ​​come from? What excites me about the “extreme”? Where are my prejudices and blind spots? It is therefore important to know your own limits and to have information about who can be consulted in case of doubt and where help is available.

Links

www.counterstories.at

Keywords

Prevention of radicalization, narratives, pedagogical basics, schools