Young people are at the heart of CHRIS project
The CHRIS project involve young students in basic schooling in the development of sustainable ways of countering radicalization in schools, based on in-depths engagement in what produces radicalization potential in relation to teenage identity formation and through real-life and real-time community collaboration.
The eight key challenges of the project
The eight key challenges of the project are:
- How do different young people experience radicalization and extremism and how does this experience link to schooling?
- How identity formation is linked to radicalization and how does this link to schooling?
- What educational and social mechanisms in secondary school (or similar) cause or contribute to problematic identity formation?
- How are schools dealing with the 21st century identity difficulties and challenges?
- What kind of young students experience schooling in a way that it might lead to the creation of radicalization potential?
- What work forms and learning strategies in secondary school might produce or prevent radicalization potential?
- What work forms, learning methodologies and social learning mechanisms can help counter the creation of such experience that leads to radicalization potential?
- How can practical guidelines that work be developed for and shared with teachers and schools
The project phases
The project take the participating young student teams through 3 phases of capacity building and co-creation:
- FEELING ME, FEELING SCHOOL
In the first part of the project, students and teachers engage in virtual collaboration between the participating schools in order to create a deeper understanding of and insight into the eight key CHRIS themes. All the teams were involved in different activities that offers answers to the following important questions:
- In what ways does the school impact and form me being a teenager, girl or boy, through the way we work, how we learn and through our social interaction?
- What kind of problems might arise from how we feel school and how we feel each other?
- Why is radicalization and extremism important in our time?
- What is “radicalization” and “extremism”? How do we understand that? How does it relate to me and to us and to our school? Do we understand and feel all this differently in the different countries?
- How can we imagine that other ways of schooling, learning and engaging could influence how I feel school, how I feel me and what I will become?
- OPEN SCHOOLING
In the second part, the teams of students and their coordinating teachers perform different activities that focused on radicalization and extremism in their local or regional community following the five questions guide:
- What kind of radicalization can we identify in our community?
- What might lead to radicalization in our community?
- Who is working to prevent and counter and react to radicalization in our community? How do they work, what do they know?
- What’s the relation between the radicalization we meet in the News and what we experience locally or nationally?
- Can we identity young people or families who would like to share their experience with radicalization or extremism? What can we learn from them?
In the third part, all students’ teams collaborate to co-design radicalization-countering didactics. This phase is organized in 3 steps:
- Virtual co-creation in preparation of the CHRIS 5 days Co-creation Encounter (mobility in Poland)
- Elaborating on the radicalization-countering didactics, work forms and learning approaches along the 5 days Encounter
- Virtual collaboration to edit and produce the final results of the Co-creation activities
The project outputs
Parallel with CHRIS phases, all partners are involved in the process of intellectual outputs developing:
- CHRIS Resource – CHRIS RESOURCE CENTER includes research articles and summaries of knowledge about radicalization and prevention initiatives in schools or community, policy documents, web links and multimedia resources, guidance materials created by major anti-radicalization stakeholders, and contributions from the CHRIS project and similar initiatives;
- CHRIS Guide – CHRIS GUIDE PACK on radicalization prevention in school for primary and secondary schools across Europe is based on the eight key challenges. It targets a large audience including secondary and vocational students, teachers, and managers. The guide collect and organize the raw material generated by the project’s three major phases.
- CHRIS Video – is a 30 minutes CHRIS VIDEO on radicalization prevention in school, co-created and co-produced by the young students along all three phases of the project.
- CHRIS Research – based on the project experience and knowledge creation, CHRIS RESEARCH includes recommendations for further research on radicalization prevention in school.
- CHRIS Policy – offers recommendation for the national and European policy makers in the field of radicalization prevention