Radicalization and Post-Critical Perspective

This paper explores how the Post-Critical Pedagogy manifesto can enhance our understanding of radicalization phenomena. We examine how post-critical pedagogy might inform research approaches and methodologies that guide the prevention of violent radicalization. A key focus is how the concept of ‘radicalization’ is often positioned as external to educational frameworks. This framing overlooks fundamental questions about the principles underlying ‘radical thought’, whether education about and toward ‘radical thought’ exists, and most importantly, how to interpret and evaluate ‘radical thought’ using meaningful criteria. The post-critical perspective offers a promising avenue for re-engaging with radical thought and examining both the constructive and destructive principles that drive it. This approach views these phenomena as expressions of a world that demands more than simple ‘correction’, ‘punishment’, or exposure (as in critical pedagogy). Instead, it suggests a more nuanced understanding of radicalization within educational contexts.