The contribution of post-critical pedagogy in radicalization studies

What drives this article is a genuine and profound desire to understand how the post-critical perspective can offer readings that are more capable of grasping, understanding, and carefully treating the delicate phenomena of ‘radicalization’. This desire arises, as often happens, from a doubt. The doubt is whether the ‘critical’ dimension does not chain us within a dialectical reading without offering pedagogical escape routes, does not allow us to imagine practices for preventing radicalization phenomena that in turn configure themselves as polarizing, radical, and non-dialogical experiences. In this article, the first move to understand the contribution of the postcritical perspective will be to start precisely from the critical perspective used as a reference framework within a field research experience. The final movement will be to understand more deeply whether we truly need a ‘post’ point of view, but especially whether and how this can offer a different reading of what prevention of violent radicalism phenomena is and how it can be rethought.