Abstract

Research has shown that a young person’s situation at school, and pupils’ relationships with their teachers, have a clear impact on the processes which lead to young people being radicalized. The present study is a retrospective study based on interviews with former neo-Nazis and their teachers at the time when they became involved in neo-Nazi organizations or milieus in Sweden. In order to better understand the logics of pedagogy and what their teachers’ decisions to intervene and to confront their extremist beliefs and lifestyles led to, we focus on a particular case study. The results show that teachers’ attempts to isolate these students, and thereby contain the “problem”, failed. Confrontations and strategies designed to discipline the students instead led to resistance and stigmatization. Reflecting upon this situation today, both students and teachers agree that these confrontational strategies fueled the radicalization process.

摘要

研究表明，年轻人在学校的处境以及学生与老师的关系对导致年轻人激进的过程有明显的影响。本研究是一项回顾性研究，其依据是前新纳粹分子及其老师参与瑞典新纳粹组织或环境的采访。为了更好地理解教学法的逻辑以及老师干预和对抗极端主义信仰和生活方式的决定所导致的后果，我们着重于一个特定的案例研究。结果表明，教师试图隔离这些学生，从而遏制“问题”的尝试失败了。旨在约束学生的对抗和策略反而导致了抵制和污名化。反思今天的情况，