Análisis de los Planes de Prevención de la Radicalización en Europa desde una perspectiva educativa

Arantxa Azqueta Díaz de Alda; Adoración Merino Arribas

doi:10.14198/OBETS2020.15.2.02

Autores/as

Arantxa Azqueta Díaz de Alda Universidad Internacional de La Rioja (UNIR), España https://orcid.org/0000-0003-2514-5989
Adoración Merino Arribas Universidad Internacional de La Rioja, España https://orcid.org/0000-0002-3294-9996

DOI:

https://doi.org/10.14198/OBETS2020.15.2.02

Palabras clave:

Competencia global, Educación intercultural, Educación cívica, Educación comparada, Integración, Radicalización, Amistad, PISA

Resumen

Esta investigación analiza si las actitudes y los valores de la competencia global (PISA, 2018) destacan en los planes de prevención de la radicalización de siete países europeos. Se usa una metodología de análisis comparativo con técnicas lexicométricas con visualización de clustering -Iramuteq-. Los resultados muestran una política centrada en la amenaza del terrorismo junto a la tendencia a la securitización de los sistemas educativos y la limitación de la educación a la detección de los primeros brotes de radicalización. Se sugiere promover la transversalidad y unidad de las políticas de integración y revalorizar el valor de la escuela.

Citas

Allport, G. W. (1962). La naturaleza del prejuicio. Colección: Temas (sociología). Buenos Aires: Editorial Universitaria de Buenos Aires.

Asamblea General (2016). Resolución 70/L.41. Cultura de paz. La Estrategia Global de las Naciones Unidas contra el terrorismo. Septuagésimo periodo de sesiones (9 de febrero de 2016). https://cutt.ly/Ir5xEs9

Auld, E. y Morris, P. (2019). Science by streetlight and the OECD's measure of global competence: A new yardstick for internationalisation? Policy Futures in Education, 17(6), 677-698. https://doi.org/10.1177/1478210318819246

Ayuntamiento de Málaga y Universidad de Málaga (2017). I Plan Transversal por la Convivencia y la Prevención de la Radicalización Violenta en la Ciudad de Málaga. https://cutt.ly/9r5xO7

Baird, J. A. y Elliott, V. (2018). Metrics in education, control and corruption. Oxford Review of Education, 44(5), 533-544. https://doi.org/10.1080/03054985.2018.1504858

Berndt, T. J. (1982). The features and effects of friendship in early adolescence. Child Development, 53(6), 1447-1460. https://doi.org:10.2307/1130071

Brouwer, E. (2002). Immigration, asylum and terrorism: A changing dynamic legal and practical developments in the EU in response to the terrorist attacks of 11.09. European Journal of Migration and Law,4(4), 399-424. https://doi.org/10.1163/157181602763715000

Buhrmester, D. y Furman, W. (1987). The development of companionship and intimacy. Child Development, 58(4), 1101-1113. https://doi.org/10.2307/1130550

Burde D., Guven O., Kelcey J., Lahmann H. y Al-Abbadi K. (2015) What Works to Promote Children's Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts. Education Rigorous Literature Review. London: Department for International Development https://bit.ly/2kUZ2tt

Busher, J., Choudhury, T., Thomas, P. y Harris, G. (2017). What the Prevent duty means for schools and colleges in England: An analysis of educationalists' experiences. Research Report. London: Aziz Foundation. https://cutt.ly/denHQoI

Cala, V Soriano-Ayala, E. y López-Martínez M. (2018). Actitudes hacia personas refugiadas y ciudadanía europea inclusiva. Análisis para una propuesta educativa intercultural con el profesorado en formación. Revista Electrónica de Investigación y Evaluación Educativa, 24(2). https://doi.org/10.7203/relieve.24.2.13320

Cano, M. A. (2009). Perfiles de autor del terrorismo islamista en Europa. Revista Electrónica de Ciencia Penal y Criminología, 11(7), 1-38.

Chouliaraki, L., Georgiou, M., Zaborowski, R. y Oomen, W. A. (2017). The European 'migration crisis' and the media: a cross-European press content analysis. Department of media and communications London School of Economics and Political Sciences & Utrech University. http://eprints.lse.ac.uk/84670/

Comisión Europea (2016a). Comunicación de la Comisión al Parlamento Europeo, al Consejo, al Comité Económico y social europeo y al Comité de las Regiones de 20 de abril de 2016 Aplicación de la Agenda Europea de Seguridad para luchar contra el terrorismo y allanar el camino hacia una Unión de la Seguridad genuina y efectiva. COM (2016) 230 final. http://xurl.es/4ta1k

Comisión Europea (2016b). Comunicación de la Comisión al Parlamento Europeo, al Consejo, al Comité Económico y social europeo y al Comité de las Regiones de 14 de junio de 2016. Apoyo a la prevención de la radicalización que conduce al extremismo violento. COM (2016) 379 final. http://xurl.es/djs13

Comisión Europea (2018). Recomendación del Consejo de 17 de enero de 2018, relativa a la promoción de los valores comunes, la educación inclusiva y la dimensión europea de la enseñanza. COM (2018) 23 final. https://bit.ly/2YVJofZ

Consejo de Seguridad (2014a). Resolución 2170 (2014). Amenazas a la paz y la seguridad internacionales causadas por actos terroristas. Aprobada por el Consejo de Seguridad, 7242a sesión, 15 de agosto 2014. https://bit.ly/2GfioB7

Consejo de Seguridad (2014b). Resolución 2178 (2014). Amenazas a la paz y la seguridad internacionales causadas por actos terroristas. Aprobada por el Consejo de Seguridad, 7272a sesión, 24 de septiembre 2014. https://bit.ly/2xRW0Ja

Coolsaet, R. (2019). Radicalization: The origins and limits of a contested concept. En N. Fadil (Coord) Radicalisation in Belgium and the Netherlands: Critical Perspectives on Violence and Security (pp. 29-51). London: IB Tauris. https://doi.org/10.5040/9781788316187.ch-001

Corte de la, L. (2016). ¿Qué pueden hacer los Estados europeos para frenar la radicalización yihadista? Cuadernos de Estrategia, 180, 125-166.

Corte de la, L. (2018). La Yihad de Europa. Desarrollo e impacto del terrorismo yihadista en los países de la Unión Europa (1994-2017). Informe del Centro Memorial de las Víctimas del Terrorismo, nº 4 (febrero 2018). Vitoria-Gasteiz: Fundación Centro para la Memoria de las Víctimas del Terrorismo. https://cutt.ly/Dr5czeR

Council of Europe (2016a). Competences for democratic culture: Living together as equals in culturally diverse democratic societies. Strabourg: Council of Europe. https://bit.ly/2FuwFHE

Council of Europe (2016b). Reference framework of competences for democratic culture: guidance for implementation (I-III). Strabourg: Council of Europe. http://xurl.es/e75m5

Crocetti, E. (2018). Identity dynamics in adolescence: Processes, antecedents, and consequences. European Journal of Developmental Psychology, 15, 11-23. https://doi.org/10.1080/17405629.2017.1405578

Dalgaard-Nielsen, A. (2010). Violent radicalization in Europe: What we know and what we do not know. Studies in conflict & terrorism, 33(9), 797-814. https://doi.org/10.1080/1057610X.2010.501423

Dahl, V. (2017) Reducing Adolescents' Approval of Political Violence: The Social Influence of Universalistic and Immigrant-Friendly Peers. Zeitschrift fur Psychologie mit Zeitschrift fur angewandte Psychologie, 225(4), 302-312. https://doi.org/10.1027/2151-2604/a000298

Danish Ministry of Immigration, Integration and Housing (2016). Preventing and countering extremism and radicalisation. National Action Plan. https://bit.ly/2VwCkbo

Davies, L. (2018). Review of educational iniciatives in counter-extremism internationally: what works? Gothemburg University: The Segerstedt Institute Report. https://goo.gl/eVjmE9.

Espinar Ruiz, E. (2010). Emigrantes y refugiados: reflexiones conceptuales. Obets, 5(1), 35-47. https://doi.org/10.14198/OBETS2010.5.1.03

Eurydice (2016). Promoting citizenship and the common values of freedom, tolerance and non-discrimination through education: Overview of education policy developments in Europe following the Paris Declaration of 17 March 2015. Luxembourg: Publications Office EU. https://doi.org/10.2797/396908

Eurydice (2019). Integrating students from migrant backgrounds into schools in Europe: national policies and measures. Luxemburg: Education, Audiovisual and Culture Executive Agency. https://doi.org/10.2797/819077

Faggiolani, C., Verna, L y Vivarelli, M. (2017). Text mining e network science per analizzare la complessità della lettura. Principi, metodi, esperienze di applicazione. JLIS.it 8(3), 115-136.

Federal Goverment (2016). Federal Government strategy to prevent extremism and promote democracy. Berlin: Bundesministerium für Familie, Senioren, Frauen und Jugend. https://bit.ly/2DlTQFS

Frobenius, M. (2014). Audience design in monologues: How vloggers involve their viewers. Journal of Pragmatics, 72, 59-72 . https://doi.org/10.1016/j.pragma.2014.02.008

Frontex Agency (2016). General Report 2015. Warsaw: European Agency for the Management of Operational Cooperation at the External Borders of the Member States of the European Union. https://doi.org/10.17770/bsm.v1i6.1704

Gearon, L. (2015). Education, Security and Intelligence Studies. British Journal of Educational Studies 63(3), 263-379.

https://doi.org/10.1080/00071005.2015.1079363

Generalitat de Catalunya (2016). Prevenció, detecció i intervención de processos de radicalitació als centres educatius. Barna: Departament d' Interior i Ensenyament https://bit.ly/2nLPgLE

Gobierno de España (2015). Plan Estratégico Nacional de Lucha contra la Radicalización Violenta. Un marco para el respeto y el entendimiento común. Ministerio del Interior. https://bit.ly/2gyz3jA

Gouvernement Republique Française (2018). Prévenir Pour Protéger. Plan national de prévention de la radicalisation. https://bit.ly/2yaiV3c

Grek, S. (2009) Governing by Numbers: The PISA 'Effect' in Europe. Journal of Education Policy, 24(1), 23-37.

https://doi.org/10.1080/02680930802412669

Grotlüschen, A. (2018). Global competence. Does the new OECD competence domain ignore the global South? Studies in the Education of Adults, 50(2), 185-202. https://doi.org/10.1080/02660830.2018.1523100

Her Majestic's Goverment of United Kingdom (2018). The United Kingdom's Strategy for Countering Terrorism. https://bit.ly/2Js6G8J

Hopfenbeck, T. Lenkeit, J., El-Masri, Y., Cantrell, K., Ryan, J. y Baird, J.-A. (2018). Lessons learned from PISA: A systematic review of peer-reviewed articles on the programme for international student assessment. Scandinavian Journal of Educational Research, 62(3), 333-353. https://doi.org/10.1080/00313831.2016.1258726

Hsueh, M., Yogeeswaran, K. y Malinen, S. (2015). Leave Your Comment Below: Can biased online comments influence our own prejudicial attitudes and behaviors? Human Communication Research, 41, 557-576. https://doi.org/10.1111/hcre.12059

Jerome, L., Elwick, A. y Kazim, R. (2019). The impact of the Prevent duty on schools: A review of the evidence. British Educational Research Journal, 45(4), 821-837. https://doi.org/10.1002/berj.3527

Kamada, T. y Kawai, S. (1989). An agorithm for drawing general undirected graphs. Information pocessing letters, 31, 7-15. https://doi.org/10.1016/0020-0190(89)90102-6

Koo, J. (2018). Mass influxes and protection in Europe: A reflection on a temporary episode of an enduring problem. European Journal of Migration and Law, 20(2), 157-181.

https://doi.org/10.1163/15718166-12340027

Lebart, L., Salem, A., Bécue, M. y Peña, D. (2000). Análisis estadístico de textos. Lérida: Milenio.

Leydesdorff, L. y Persson, O. (2010). Mapping the geography of science: Distribution patterns and networks of relations among cities and institutes. Journal of the American Society for Information Science & Technology, 61(8), 1622-1634. https://doi.org/10.1002/asi.21347

Lumb, E. (2018) Terrorism in the Nursery: considering the implications of the British Values discourse and the Prevent duty requirements in early years education, Forum, 60(3), 355-364. https://doi.org/10.15730/forum.2018.60.3.355

Marrero, I. (2015). Foreign Fighters and Jihadists: Challenges for International and European Security. Paix et Securité Internationales, 3, 83-108. https://doi.org/10.25267/Paix_secur_int.2015.i3.04

Marttinen, E., Dietrich, J. y Salmela-Aro, K. (2018). Intentional engagement in the transition to adulthood: An integrative perspective on identity, career and goal developmental regulation. European Psychologist, 23, 311-323. https://doi.org/10.1027/1016-9040/a000337

Mattsson, C. y Säljö, R. (2018). Violent extremism, national security and prevention. Institutional discourses and their implications for schooling. British Journal of Educational Studies, 66(1), 109-125. https://doi.org/10.1080/00071005.2017.1337870

Matthews, J. (2016). Media performance in the aftermath of terror: Reporting templates, political ritual and the UK press coverage of the London Bombings, 2005. Journalism 17(2), 173-189. https://doi.org/10.1177/1464884914554175

Middleton, J. (2016). Preventing violent extremism: the role of doctors. Lancet, 388(10057), 2219-2221. https://doi.org/10.1016/S0140-6736(16)31902-X

Ministére de L'Éducation Nationale (2015). Mobilisation européenne pour l'éducation aux valeurs citoyennes. Paris: Ministére de l'Éducation Nationale, l'enseignement supérieur et de la Recherche. https://cutt.ly/Kr5vAVI

Motti-Stefanidi, F. y Salmela-Aro, K. (2018). Challenges and resources for immigrant youth positive adaptation. What does scientific evidence show us? European Psychologist, 23(1), 1-5. https://doi.org/10.1027/1016-9040/a000315

Moyano, M. y Trujillo, H-M. (2013). Radicalización y terrorismo islamista. Claves psicosociales. Granada: Editorial Universidad de Granada.

Municio, N. (2017). Evolución del perfil del yihadista en Europa. Boletín del Instituto Español de Estudios Estratégicos, 6, 556-573.

National Coordinator for Security and Counterterrorism (2016). National Counterterrorism Strategy for 2016-2020. The Hague. https://cutt.ly/Kr5v3rQ

Nemr, C. y Savage, S. (2019). Integrative complexity interventions to prevent and counter violent extremism. London: Global Center on Cooperative Security. https://cutt.ly/9r5v694

Obaidi, M., Kunst, R., Kteily, N., Thomsen, L. y Sidanius, J. (2018). Living under threat: Mutual threat perception drives anti‐muslim and anti‐Western hostility in the age of terrorism. European Journal of Social Psychology, 48(5), 567-584.

https://doi.org/10.1002/ejsp.2362

OECD (2018a). Preparing our youth an inclusive and sustainable world. The OECD PISA global competence framework. Paris: OECD. https://cutt.ly/rr6fMVl

OECD (2018b). The Future of Education and Skills OECD Education 2030 Framework. Paris: OECD. https://bit.ly/2IhJXYs

Open Society Justice Iniciative (2016). Eroding Trust. The UK's PREVENT Counter-Extremist Strategy in Health and Education. New York: Open Society Foundations. https://bit.ly/2nCufmz

Parlamento Europeo (2016). Resolución del Parlamento Europeo, de 19 de enero de 2016, sobre el papel del diálogo intercultural, la diversidad cultural y la educación en la promoción de los valores fundamentales de la UE (2015/2139). http://xurl.es/n6gou

Pongratz, L (2006) Voluntary Self‐Control: Education reform as a governmental strategy. Educational Philosophy and Theory, 38(4), 471-482. https://doi.org/10.1111/j.1469-5812.2006.00205.x

Rabasa A. y Benard C. (2015): Eurojihad. Patterns of islamist radicalization and terrorism in Europe. New York: Cambridge University Press. https://doi.org/10.1017/CBO9781139940863

Ragazzi, F. (2017). Students as suspects: The challenges of counter-radicalization policies in education in the Council of Europe member states. Council of Europe. https://cutt.ly/Hr5bhhL

Repiso, R., Merino, A. y Chaparro, M-Á. (2016). Agrupación de las universidades españolas en la prensa impresa nacional. Revista española de documentación científica, 39(2), 131-141.

https://doi.org/10.3989/redc.2016.2.1292

Reinert, M. (1986). Un logiciel d'analyse lexicale: Alceste. Cahiers de l'Analyse des Données, 11(4), 471-484.

Reinert, M. (1990). Alceste: une méthodologie d'analyse des donne textuelles et une application: Aurélia de G. de Nerval. Bulletin de Méthodologie Sociologique, 26(1), 24-54. https://doi.org/10.1177/075910639002600103

Revell, L. y Bryan, H. (2016) Calibrating fundamental British values: How head teachers are approaching appraisal in the light of the Teachers' Standards 2012, Prevent and the Counter-Terrorism & Security Act Journal of Education for Teaching, 42(3), 341-353. https://doi.org/10.1080/02607476.2016.1184464

Ruiz-Díaz, L. (2017). La prevención de la radicalización en la estrategia contra el terrorismo de la Unión Europea. Entre soft law e impulso de medidas de apoyo. Revista Española de Derecho Internacional, 69(2), 257-280. https://doi.org/10.17103/redi.69.2.2017.1.10

Saleem, M. Wojcieszak, M., Hawkins, I., Li, M. y Ramasubramanian, S. (2019). Social identity threats: How media and discrimination affect muslim Americans' identification as americans and trust in the U.S. Government. Journal of Communication, 69(2), 214-236. https://doi.org/10.1093/joc/jqz001

Sälzer, C. y Roczen, N. (2018) Assessing global competence in PISA 2018: Challenges and approaches to capturing a complex construct. International Journal of Development Education and Global Learning, 10(1) 5-20. https://doi.org/10.18546/IJDEGL.10.1.02

Sartori, G. (1984) La política, lógica y método en las Ciencias Sociales. México. Fondo de Cultura Económico.

Schleicher, A. (2006). Fundamentos y cuestiones políticas subyacentes al desarrollo de PISA. Revista de Educación, extra 1, 18-43.

Schwartz, M. (2018). Shifting the preventing violent extremist paradigm: A think piece on human insecurity, political violence, and new directions for preventing violent extremism. London: Global Center on Cooperative Security. http://xurl.es/gjef8

Sellar, S. y Lingard, B. (2014). The OECD and the expansion of PISA: New global modes of governance in education. British Educational Research Journal, 40(6), 917-936. https://doi.org/10.1002/berj.3120

Simpson, A. y Dervin, F. (2019). Forms of dialogism in the Council of Europe Reference Framework on competences for democratic culture. Journal of Multilingual and Multicultural Development, 40, 1-15. https://doi.org/10.1080/01434632.2019.1618317

Sjøen, M. y Jore, S. (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

Stephens, W., Sieckelinck, S. y Boutellier H. (2019). Preventing Violent Extremism: A review of the literature. Studies in Conflict & Terrorism, 42, 1-16. https://doi.org/10.1080/1057610X.2018.1543144

Stonebanks, C. (2019). Secularism and securitization: The imaginary threat of religious minorities in Canadian public spaces. Journal of Beliefs & Values 40(3), 303-320.

https://doi.org/10.1080/13617672.2019.1600341

Strabac, Z., Aalberg, T. y Valenta, M. (2014). Attitudes towards Muslim immigrants: Evidence from survey experiments across four countries. Journal of Ethnic and Migration Studies. 40(1), 100-118. https://doi.org/10.1080/1369183X.2013.831542

UNESCO (2014). Global Citizenship Education: Preparing learners for the challenges of the 21st century. Paris: UNESCO. http://xurl.es/h7xgs

Trujillo, H-M. y Moyano, M. (2008). El sistema educativo español en la prevención de la radicalización yihadista. Athena Intelligence Journal, 3(2), 75-83. https://cutt.ly/FyLjzsV

Van Zalk, M. H. W., Kerr, M., Van Zalk, N. y Stattin, H. (2013). Xenophobia and tolerance toward immigrants in adolescence: Cross-influence processes within friendships. Journal of abnormal child psychology,41(4), 627-639. https://doi.org/10.1007/s10802-012-9694-8

Veiligheid van de staat. Vei Sûrete de l'Etat (2018). Le Salafisme en Belgique. Mécanismes et réalité. Bruxelles. https://bit.ly/30Gvdw5

Verkuyten, M. y Thijs, J. (2001). Racist victimization among children in the Netherlands: the effect of ethnic group and school. Ethnic and Racial Studies, 25, 310-331. https://doi.org/10.1080/01419870120109502

Verkuyten, M. (2018). Religious fundamentalism and radicalization among Muslim minority youth in Europe. European Psychologist, 23(1), 21-31. https://doi.org/10.1027/1016-9040/a000314

Vicente, A. (2018). Fórmulas utilizadas para la radicalización y el reclutamiento yihadista de menores en España. Documento de investigación. Real Instituto Elcano, 76/2018. https://cutt.ly/UevpTnF

Vidino, L. y Brandon, J (2012). Europe's experience in countering radicalization: approaches and challenges. Journal of Policing, Intelligence and Counter Terrorism, 7(2), 163-179.

https://doi.org/10.1080/18335330.2012.719097

Vidino, L. (2018). (Ed.). De-radicalization in the Mediterranean: comparing challenges and approaches. Milano: Ledizioni Ledi-Publishing.