Tackling Polarisation:

Students Activity in Turin

“we need to enable educators and community leaders
to discuss exactly the issues used to mobilize
sympathy and support for extremists, but before the
extremists do.” (Civic Approaches to CVE,2016)

Luca Guglielminetti | Leicester, UK | 6th June 2018

 Background:
RAN VVT, the Voice of the
Victims of Terrorism
 The Terrorism Survivors
Storytelling Victims:
C4C European Project (Italy) 2012-2014
 C4C Project: a premise
The premise of this project, which is also the
foundation of the pedagogical approach of
many associations of victims of terrorism,
lie s in co nsi de r in g the sto r ie s, the
testimonies, and the voice of the victims and
survivors like a patrimony of memories that
has a strong social value useful to contrast
the processes of violent radicalization; and a
strong political value crucial for the
democratic quality of the State.
 STORIES AROUND
TERRORISM
Which stories take part
in creating our idea of terrorism?

THE VICTIMS’ GAZE

 FROM PASSIVE VICTIMS TO
ACTIVE SURVIVORS:
DEVELOP RELISIENCE AND ALTERNATIVE NARRATIVE
 The didactic course
“ISLAM: ROOTS, FOUNDATIONS AND
VIOLENT RADICALIZATIONS”
The project, in the framework of the extra educational
offer to the secondary schools in the Turin area, was
presented at the City Council Hall in 2015 and, along 3
editions, has involved : 20 teachers per 34 classmates and
more than 700 students.
 The didactic course
“ISLAM: ROOTS, FOUNDATIONS AND
VIOLENT RADICALIZATIONS”
The project aims to strengthen students’ critical thinking
on the polarisation of the public discourse around Islam,
migrations and terrorisms.

Besides the victims of terrorism, we now use also the

direct testimony of imams, migrants and experts in
contemporary history and geopolitic.
 Why a project in schools?
  Themes leading to polarisation such as
terrorism, migration, islam, geopolitics and
contemporary history are out of secondary
school curricula.
  Such topics also require non-popular or
politically incorrect ideas, such as the "right
cause" for mobilizing violent extremists or
"the kernel of truth" in their narratives
(Caliphate, Colonialism, Drones, ...).
 The methodology of project-based teaching,
peer-to-peer education, and the use of form
of expression of youth culture are not part of
the didactic approach into the Italian schools.
 To Learn by Listening and Doing :
the Experts and Fact Checking
(f. i. Refugees Risk / Opportunity)
 To Learn by Listening and Doing :
the Experts and Fact Checking
(f. i. Refugees Risk / Opportunity)
To Learn by Listening and Doing :
the Experts and Fact Checking
(f. i. Radical/Radicalized)
 To Learn by Listening and Doing :
the Testimonies and their Storytelling
 To Learn by Listening and Doing :
Project-Based Teaching for Video-design
(storyboard and GAMMMA model)
Output Exemples
Students Working Group :
the Use of Social network
C4C Project Presentation, Backstage and
Output (the Rap song in the soundtrack)
FINAL EVENTS WITH THE STUDENTS
Students presenting
thier (video) Works
Students presenting
thier (video) works
OUTPUTS EXEMPLE: THE VIDEOS
Outputs in the YouTube Playlist
 Evaluation of the Results:
the questionnaires submitted to each student

•  Interest on
the topics: 97%
•  Utility of the
project: 87,4%
 Other local projects tackling
polarisation and radicalisation

“RadicalisatiOFF.
Giovani e
radicalizzazione".
2 meetings on youth
and radicalisation
organized by the
Study Centre “Sereno
Regis” in Turin
Thanks for your attention!
•  Luca Guglielminetti

•  https://hommerevolte2.blogspot.it/