Participatory Theatre for Preventing Violent Extremism Through Education - Reflections on Prospects and Preconditions
Keywords:
Preventing Violent Extremism Through Education, Participatory Education, Forum Theatre, Augusto BoalAbstract
As the search for new ways of preventing violent extremism through education (PVE-E) continues, the question arises as to what the creative arts can offer. This paper argues that Forum Theatre inspired by Augusto Boal’s Theatre of the Oppressed, is a useful strengths-based approach to PVE-E. By allowing students to intervene and change the plot in a re-run of a play on radicalisation, Forum Theatre supports students in understanding the complexity of radicalisation and reflecting on protective factors as well as intervention possibilities. It offers opportunities to take on different perspectives and experiment with, question and explore the consequences of behavioural decisions in certain contexts. However, there are some conditions for Forum Theatre to fully exploit its potential for PVE-E. Among others, the creative intervention requires a safe environment where students’ learning is not impaired by self-censorship. It should also be noted that while Forum Theatre can empower students to take preventative action themselves, its sole purpose should not be to turn students into prevention actors. Adequate training for teachers and external artistic professionals as well as preparation and follow-up for students are also indispensable. Now, it is time to expand the evidence base for such a participatory education method to assess whether it lives up to the theoretical expectations and whether such conditions are met in practice.
References
Aly, A., Taylor, E., & Karnovsky, S. (2014). Moral disengagement and building resilience to violent extremism: An education intervention. Studies in Conflict & Terrorism, 37, 369–385. https://doi.org/10.1080/1057610X.2014.879379
Bartlett, A. (2011). Preventing violent extremism and ‘Not in My Name’: Theatrical representation, artistic responsibility and shared vulnerability. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(2), 173–195. https://doi.org/10.1080/13569783.2011.566988
Behr, H. H., Kulaçatan, M., & Sitzer, P. (2021). Extremismusprävention in der Schule am Beispiel des Präventionstheaters. In Radikalisierungsprävention in Deutschland. Mapping und Analyse von Präventions- und Distanzierungsprojekten im Umgang mit islamistischer Radikalisierung (pp. 83–114). MAPEX-Forschungsverbund. https://www.mapex-projekt.de/documents/MAPEX_Buch_Radikalisierungspraevention_in_Deutschland.pdf
Benjamin, S., Gearon, L., Kuusisto, A., & Koirikivi, P. (2021). Threshold of adversity: resilience and the prevention of extremism through education. Nordic Studies in Education, 41(3), 201–218. https://doi.org/10.23865/nse.v41.2593
Boal, A. (1979). Theatre of the oppressed (A. Charles & M.-O. L. McBride, Trans.). Pluto Press.
Boal, A. (1995). The rainbow of desire: The Boal method of theatre and therapy (A. Jackson, Trans.). Routledge.
Boal, A., & Jackson, A. (2021). First Experiences with Invisible Theatre. In Games for Actors and Non-Actors (3rd ed.). Routledge. https://doi.org/10.4324/9780429261053
Braddock, K. (2022). Vaccinating against hate: Using attitudinal inoculation to confer resistance to persuasion by extremist propaganda. Terrorism and Political Violence, 34(2), 240–262. https://doi.org/10.1080/09546553.2019.1693370
Christodoulou, E. (2020). Boosting resilience and safeguarding youngsters at risk: Critically examining the European Commission’s educational responses to radicalisation and violent extremism. London Review of Education, 18(1), 18–34. https://doi.org/10.18546/LRE.18.1.02
Davies, L. (2018). Review of educational initiatives in counter-extremism internationally: what works? (No. 5). Segerstedt Institute. https://gupea.ub.gu.se/bitstream/handle/2077/66726/gupea_2077_66726_1.pdf?sequence=1
El-Amraoui, A., & Ducol, B. (2019). Family-oriented P/CVE programs: Overview, challenges and future directions. Journal for Deradicalization, 20, 190–231.
Freiheit, M., Uhl, A., & Zick, A. (2021). Ein systematischer Blick auf die Präventionslandschaft in Deutschland. In Radikalisierungsprävention in Deutschland. Mapping und Analyse von Präventions- und Distanzierungsprojekten im Umgang mit islamistischer Radikalisierung. MAPEX-Forschungsverbund. https://www.mapex-projekt.de/documents/MAPEX_Buch_Radikalisierungspraevention_in_Deutschland.pdf
Gregory, M. R. (2014). The procedurally directive approach to teaching controversial issues. Educational Theory, 64(6), 627–648. https://doi.org/10.1111/edth.12087
Hammer, A. (2021). Using forum theatre to address homosexuality as a controversial issue in religious education. British Journal of Religious Education. https://doi.org/10.1080/01416200.2021.2010652
Hassan, G., Brouillette-Alarie, S., Ousman, S., Kilinc, D., Savard, É. L., Varela, W., Lavoie, L., Fetiu, A., Harris-Hogan, S., Borokhovski, E., Pickup, D., Madriaza, P., Rousseau, C., Thompson, S. K., McCoy, J., Venkatesh, V., Boivin, M., Narayana, M. S., Morin, D., … CPN-PREV team. (2021). Systematic review on the outcomes of primary and secondary prevention programs in the field of violent radicalization. Canadian Practitioners Network for the Prevention of Radicalization and Extremist Violence. https://cpnprev.ca/wp-content/uploads/2021/03/CPN-PREV-2nd-Systematic-Review-2.pdf
Hirschi, C., & Widmer, T. (2012). Approaches and challenges in evaluating measures taken against right-wing extremism. Evaluation and Program Planning, 35(1), 171–179. https://doi.org/10.1016/j.evalprogplan.2010.11.003
Home Office. (2011). Prevent strategy. HM Government. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/97976/prevent-strategy-review.pdf
Horgan, J., & Braddock, K. (2010). Rehabilitating the terrorists? Challenges in assessing the effectiveness of de-radicalization programs. Terrorism and Political Violence, 22, 268–291. https://doi.org/10.1080/09546551003594748
Hughes, J. (2011). Performance in a time of terror: Critical mimesis and the age of uncertainty. Manchester University Press.
Jackson, T. (1993). Education or theatre? The development of TIE in Britain. In T. Jackson (Ed.), Learning through theatre: New perspectives on theatre in education (pp. 17–37). Routledge.
Jamaity. (2019, February 24). Conception et animation d’un programme de théâtre-forum. https://jamaity.org/opportunity/conception-et-animation-dun-programme-de-theatre-forum-ariana-kasserine-kef/
Kaczkowski, W., Swartout, K. M., Branum-Martin, L., Horgan, J. G., & Lemieux, A. F. (2022). Impact of perceived peer attitudes and social network diversity on violent extremist intentions. Terrorism and Political Violence, 34(8), 1530–1548. https://doi.org/10.1080/09546553.2020.1808466
Koehler, D. (2013). Family counselling as prevention and intervention tool against ‘foreign fighters’. The German ‘Hayat’ Program. Journal EXIT-Deutschland, 3, 182–204.
Koehler, D., & Ehrt, T. (2018). Parents’ associations, support group interventions and countering violent extremism: An important step forward in combating violent radicalization. International Annals of Criminology, 56(1–2), 178–197. https://doi.org/10.1017/cri.2018.8
Liht, J., & Savage, S. (2013). Preventing violent extremism through value complexity: Being Muslim being British. Journal of Strategic Security, 6(4), 44–66. http://dx.doi.org/10.5038/1944-0472.6.4.3
Mallion, J. S., Wood, J. L., & Mallion, A. (2020). Systematic review of ‘Good Lives’ assumptions and interventions. Aggression and Violent Behavior, 55, 101510. https://doi.org/10.1016/j.avb.2020.101510
Marsden, S., & Lee, B. (2022). Conceptualising protective factors: Strengths-based approaches. Centre for Research and Evidence on Security Threats (CREST). https://crestresearch.ac.uk/resources/conceptualising-protective-factors-strengths-based-approaches/
MIND Prevention. (n.d.). Innovative Strategien zur Extremismusprävention, Integration und Demokratieförderung. https://www.mind-prevention.com/
Odd Arts. (n.d.). Blame & Belonging – Radicalisation. https://oddarts.co.uk/blame-and-belonging-radicalisation/
Odd Arts. (n.d.). Blame & Belonging – Radicalisation. https://oddarts.co.uk/blame-and-belonging-radicalisation/
O’Donnell, A. (2020). What is an educational response to extreme and radical ideas and why does it matter? In A. Martini, K. Ford, & R. Jackson (Eds.), Encountering extremism: theoretical issues and local challenges (pp. 136–156). Hive. https://doi-org.ezproxy.st-andrews.ac.uk/10.7765/9781526136619
Paalgard Munden, H., Marsden, S., Bhuiyan, M. K., Rahlf, L., Arkhis, H. R., & Taylor, A. (2023). Good lives in right-wing extremist autobiographies. Centre for Research and Evidence on Security Threats (CREST). https://crestresearch.ac.uk/resources/good-lives-in-right-wing-extremist-autobiographies/
Piasecka, S. (2019). Performing PREVENT: Anti-extremist theatre-in-education in the service of UK counter-terrorism, a Freirean analysis. Critical Studies on Terrorism, 12(4), 715–734. https://doi.org/10.1080/17539153.2019.1615660
Riemen, F. (2022). Schock-Erfahrung-Resilienz: Theaterpädagogische Extremismusprävention mit der Produktion 321 Exit. In M. Stock, N. Hodaie, S. Immerfall, & M. Menz (Eds.), Arbeitstitel: Migrationsgesellschaft: Pädagogik—Profession—Praktik (pp. 129–142). Springer. https://doi.org/10.1007/978-3-658-34087-2_7
Sjøen, M. M., & Jore, S. H. (2019). Preventing extremism through education: Exploring impacts and implications of counter-radicalisation efforts. Journal of Beliefs & Values, 40(3), 269–283. https://doi.org/10.1080/13617672.2019.1600134
Stemmler, M., King, S., Weinlein, N., & Plannerer, S. (2022). Abschlussbericht zur wissenschaftlichen Evaluation des Projekts ‘ReSTART - Freiheit beginnt im Kopf’ [Research Report to the Bavarian Ministry of Justice]. University of Erlangen-Nürnberg. https://www.mind-prevention.com/_files/ugd/53518a_6180387a8a3b4b46a40c51d57229b946.pdf
Stephens, W., Sieckelinck, S., & Boutellier, H. (2021). Preventing violent extremism: A review of the literature. Studies in Conflict & Terrorism, 44(4), 346–361. https://doi.org/10.1080/1057610X.2018.1543144
Terhaag, S. (2020). De-radicalisation through the performative arts. Journal for Deradicalization, 22, 218–248.
Thevo. (2021). Die Brüder der Gerechtigkeit. http://thevo.de/index.php?Gerechtigkeit
Vine, C. (1993). TIE and the theatre of the oppressed. In T. Jackson (Ed.), Learning through theatre: New perspectives on theatre in education (pp. 109–127). Routledge.
Wallner, C. (2020). Preventing and countering violent extremism through education initiatives. Assessing the evidence base. Royal United Services Institute. https://static.rusi.org/pcve_education_final_web_version.pdf
Ward, T., & Brown, M. (2004). The good lives model and conceptual issues in offender rehabilitation. Psychology, Crime & Law, 10(3), 243–257. https://doi.org/10.1080/10683160410001662744
Ward, T., & Marshall, W. L. (2004). Good lives, aetiology and the rehabilitation of sex offenders: A bridging theory. Journal of Sexual Aggression, 10(2), 153–169. https://doi.org/10.1080/13552600412331290102
Wegel, M. (2019). Radikalisierungsprävention durch Theaterpädagogik. In Gewalt und Radikalität. Ausgewählte Beiträge des 23. Deutschen Präventionstages 11. und 12. Juni 2018 in Dresden (pp. 387–396). Forum Verlag Godesberg.
Williams, M. J., Horgan, J. G., & Evans, W. P. (2016). The critical role of friends in networks for countering violent extremism: Toward a theory of vicarious help-eeking. Behavioral Sciences of Terrorism and Political Aggression, 8(1), 45–65. https://doi.org/10.1080/19434472.2015.1101147
Winston, J., & Strand, S. (2013). Tapestry and the aesthetics of theatre in education as dialogic encounter and civil exchange. Research in Drama Education: The Journal of Applied Theatre and Performance, 18(1), 62–78. https://doi.org/10.1080/13569783.2012.756178
Wrentschur, M. (2014). Politisch-partizipative Theaterarbeit: Ästhetische Bildung und politische Beteiligung. Die Theater- und Kulturinitiative InterACT als Beispiel. Magazin Erwachsenenbildung.At, 22(10). https://doi.org/10.25656/01:9176
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Lotta Rahlf
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The JD Journal for Deradicalization uses a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND) Licence. You are free to share - copy and redistribute the material in any medium or format under the following conditions:
Attribution — You must give appropriate credit, provide a link to the license, andindicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
