The prevention of radicalization in the educational field: a critical analysis of the pretension to involve teachers in the fight against terrorism
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Currently, the "discourse on radicalization" is the frame of reference to think and intervene on jihadist-inspired terrorism. In this sense, its marked preventive nature has led to a situation where, far from being an exclusive responsibility of the State, the fight against terrorism also compels other agents who are not linked to the security field. This paper critically addresses how public powers have gradually sought to involve teachers in the double task of identifying possible cases of radicalization among their students and promoting certain values in order to create a sort of resilience against extremism. In this vein, considering the empirical evidence available on this matter, it is argued that such aspiration has generated a whole series of changes in the educational relationship that, in turn, entail severe consequences for the students who are considered at risk of radicalization.
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