Talking about violent extremism: Experiences of Canadian secondary school teachers in four metropolitan areas

Abstract

This study explores the perspectives and experiences of Canadian secondary school teachers around violent extremism through semi-structured interviews and focus group discussions with 30 (n=30) teachers from Montreal, Toronto, Calgary, and Vancouver. The findings reveal unanimous eagerness among participants to engage with controversial subjects, yet almost all of them exhibit discomfort in addressing violent extremism, primarily due to perceived deficiencies in their expertise and training in this area. Some teachers show reluctance to address these topics to avoid excluding or marginalizing specific student groups, notably Muslims. Interestingly, a minority of teachers suggest that white students are immune to radicalization. They also expose unconscious biases concerning radicalization among religious minority students, especially Muslims, reflecting dominant discourses around radicalization and Islam. Moreover, there exists dissent regarding the necessity of addressing radicalization in schools that seemingly lack youth radicalization, mirroring a reactive discourse in preventing/countering violent extremism (P/CVE). Alarmingly, some participants report Islamophobia among their colleagues, highlighting an urgent issue that needs attention. Drawing from these insights, the study advocates for comprehensive teacher training on violent extremism and emphasizes the importance of collaboration between schools, parents, and local education ministries. It also criticizes Canada’s National Strategy on Countering Radicalization to Violence for its shortcomings and calls for a more robust and inclusive approach to P/CVE. Ultimately, the study underscores the need to integrate an ethic of care into educational practices, fostering an inclusive environment where all students feel valued and supported