From terrorism to micro-radicalisation. Reflections for pedagogical research
Author/s: Claudio Melacarne 
Year:  2021 Issue: 1Special Language: Italian 
Pages:  15 Pg. 68-82 FullText PDF:  0 KB
DOI:  10.3280/erp1-special-2021oa12468
(DOI is like a bar code for intellectual property: to have more infomation:  clicca qui   and here 

Open Access article
Click here to read the article.

Radicalization is a new construct and a new area of interest that has established itself in many research fields. In recent years this concept has been used to describe the processes of religious and political radicalization, to identify violent people directly on ideologies and beliefs. The contribution intends to circumscribe a specific area of pedagogical reflection within this debate, starting from the constructs of radicalization and terrorism.
Keywords: ; Educational Research; Radicalization; Terrorism; Intercultural Education; Adult Education

  1. Adams, D., Tibbitt, J., Doyle, L., & Welsh, P. (Eds.) (2008). Building Stronger Communities: Connecting Research, Policy and Practice. Leicester, UK: National Institute of Adult Continuing Education.
  2. Ambrosini, M. (2001). La fatica di integrarsi. Immigrati e lavoro in Italia. Bologna: il Mulino.
  3. Amiraux, V., & Araya-Moreno, J. (2014). Pluralism and radicalization: Mind the gap! Religious Radicalization and Securitization in Canada and Beyond, pp. 92-120.
  4. Antonacci, F, & Galimberti, A. (2019). Educazione e terrorismo. Posizionamenti pedagogici. In F. Antonacci, M.B. Gambacorti-Passerini, F. Oggionni, (a cura di). Educazione e terrorismo. Posizionamenti pedagogici, pp. 11-22, Milano: FrancoAngeli.
  5. Bailey, G., & Edwards, P. (2016). Rethinking radicalisation: Microradicalisations and reciprocal radicalisation as an intertwined process. Journal for Deradicalisation, 10, pp. 255-281.
  6. Bjørgo T., & Horgan J. (Eds.) (2009): Leaving terrorism behind: Individual and collective disengagement. Londra e New York: Routledge.
  7. Bjørgo, T., van Donselaar, J., & Grunenberg, S. (2009). Lezioni dai programmi di disimpegno in Norvegia, Svezia e Germania. In T. Bjørgo & J. Horgan (Eds.), Leaving Terrorism Behind, pp. 135-151. Londra e New York: Routledge.
  8. Brambilla L., Galimberti A., & Tramma S. (2019) (a cura di). Educazione e terrorismo. Milano: FrancoAngeli.
  9. Brookfield, S. D., & Holst, J. D. (2010). Radicalizing Learning: Adult Education for a Just World. San Francisco, CA: Jossey-Bass.
  10. Caramellino, D., Melacarne, C., & Ducol, B. (2021). Transformative Learning and Micro-radicalization. In A. Nicolaides, S. Eschenbacher, P. Buergelt, Y. Gilpin-Jackson, M. M. Welch, & M. Misawa (Eds.), The Palgrave Handbook of Learning for Transformation, pp. 1-54. New York: Palgrave.
  11. Catarci, M., & Fiorucci, M. (Eds.) (2015). Intercultural Education in the European Context. Theories, Experiences, Challenges. London-New York: Routledge.
  12. Colombo, E., & Semi, G. (2007). Multiculturalismo quotidiano, le pratiche della differenza. Milano: FrancoAngeli.
  13. Desmarais, S. L., Simons-Rudolph, J., Brugh, C. S., Schilling, E., & Hoggan, C. (2017). The state of scientific knowledge regarding factors associated with terrorism. Journal of Threat Assessment and Management, 4(4), pp. 180-209.
  14. Doosje, B., Moghaddam, F. M., Kruglanski, A. W., de Wolf, A., Mann, L. & Fed-des, A. R. (2016). Terrorism, radicalization and de-radicalization. Current Opinion. Psychology, 11, pp. 79-84.
  15. Fabbri, L., & Melacarne, C. (2020). Apprendere e disapprendere nei contesti di vita quotidiana. Il caso di un quartiere multietnico. Educational Reflective Practices. 1, pp. 18-54, , DOI: 10.3280/ERP2020-001002.
  16. Mantovan, C. (2016). La governance dei quartieri multietnici ad alta conflittualità sociale: il caso dell’area di via Piave a Mestre. Archivio di studi urbani e regionali, XLVII(116), pp. 5-26.
  17. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
  18. Santerini, M. (2020). The role of Education and Training in Preventing Violent Radicalization. Gnosis, (1), pp. 82-89.
  19. Schmid, A. P. (Ed.). (2011). The Routledge handbook of terrorism research. Routledge: London.
  20. Semi, G. (2006). Il ritorno dell’economia di Bazar. Attività commerciali a Porta Palazzo. In F. Decimo, & G. Sciortino (Eds.). Stranieri in Italia, pp. 89-114. Bologna: Reti Migranti.
  21. Striano, M., Melacarne, C., & Oliverio, S. (2018). La riflessività in educazione. Prospettive, modelli e pratiche. Brescia: La Scuola.
  22. Twelvetrees, A. (2006). Il lavoro sociale di comunità. Come costruire progetti partecipati. Trento: Erickson.
  23. Wiktorowicz, Q. (2005). A genealogy of radical Islam. Studies in Conflict & Terrorism, 28(2), 75-97.
  24. Wilner, A., & Dubouloz, C. J. (2015). Homegrown terrorism and transformative learning: an interdisciplinary approach to understanding radicalization. Global Change, Peace, and Security, 22(1), pp. 33-51.
  25. Winter D. A., & Feixas G. (2019). Toward a Constructivist Model of Radicalization and Deradicalization: A Conceptual and Methodological Proposal. Front. Psychol. 10:412. , DOI: 10.3389/fpsyg.2019.10412.

Claudio Melacarne, From terrorism to micro-radicalisation. Reflections for pedagogical research in "EDUCATIONAL REFLECTIVE PRACTICES" 1Special/2021, pp. 68-82, DOI:10.3280/erp1-special-2021oa12468


FrancoAngeli is a member of Publishers International Linking Association a not for profit orgasnization wich runs the CrossRef service, enabing links to and from online scholarly content