Influence of Educational and Social Contexts and Justification for the Use of Violence among Young People and Adolescents
Supporting Agencies
- Ministerio de Ciencia e Innovación
Abstract
In today’s society, the proliferation of violent attitudes among adolescents is becoming increasingly made known, pointing to this group as the origin of violent acts affected by the phenomenon of radicalization that can lead to violent extremism. In this study, we focused on finding out how adolescents justify the use of violence and whether the characteristics of the environment play an important role in justifying and predisposing them to the use of violence. The total sample consisted of 1170 students from secondary schools in western Almeria, where the average age ranged from 12 to 19 years old. Data collection was carried out by means of a validated questionnaire and a quantitative analysis. The results show that young people and adolescents justify the use of violence as a reaction to the influence of external factors linked to the context, the implication of them being the need to develop educational polices of prevention and intervention as elementary factors in the fight against violence and radicalization among the student body.
Downloads
References
Almagro, I. (2016, noviembre 18). El arte de la prevención y la des-radicalización. Estudios de Política Exterior. https://www.politicaexterior.com/el-arte-de-la-prevencion-y-la-des-radicalizacion/
Bazaga, I. y Tamayo, M. (2021). Radicalización violenta. Eunomía. Revista en Cultura de la Legalidad, 20, 322-333. https://doi.org/10.20318/eunomia.2021.6079
Borum, R. (2011). Radicalization into violent extremism I: a review of social science theories. Journal of Strategic Security, 4(4), 7-36. https://doi.org/10.5038/1944-0472.4.4.1
Casas, F. (2010). Representaciones sociales que influyen en las políticas sociales de infancia y adolescencia en Europa. Pedagogía Social. Revista Interuniversitaria, 17, 15-28. https://doi.org/10.7179/psri_2010.17.02
De La Corte, L. (2015). ¿Qué sabemos y qué ignoramos sobre la radicalización? En J. Antón-Mellón (Ed.), Islamismo Yihadista: radicalización y contrarradicalización (pp. 37-52). Tirant lo Blanch.
Doosje, B., Moghaddam, F. M., Kruglanski, A. W., de Wolf, A., Mann, L., y Feddes, A. R. (2016) Terrorism, radicalization and de-radicalization. Current Opinion in Psychology, 11, 79–84. https://doi.org/10.1016/j.copsyc.2016.06.008
Enamorado, J. J. (2017). Reseña [Reseña del libro En busca de una Estrategia de Seguridad Nacional, de M. A. Ballesteros]. Revista del Instituto Español de Estudios Estratégicos, 9, 191-194. https://revista.ieee.es/article/view/210/350
Frías, S. M. (2019). La violencia que se ejerce y que se padece en la familia de origen y en la infancia. En R. Castro (Ed.), De parejas, hogares, instituciones y espacios comunitarios. Violencia contra mujeres en México (ENDIREH 2016) (pp. 115-159). Instituto Nacional de las Mujeres y Universidad Nacional Autónoma de México. https://doi.org/10.22201/crim.9786073022064e.2019
Jahnke, S. Schroder, C. P., Goede L. R., Lehmann, L., Hauff, L., y Beelmann, A. (2020). Observer sensitivity and early radicalization to violence among young people in Germany. Social Justice Research, 33, 308-330. https://doi.org/10.1007/s11211-020-00351-y
Jalloul, H. M. (2018). Realidad, ideología y terminología: entre la radicalización, la violencia política y el terrorismo yihadista. Revista de Estudios en Seguridad Internacional, 4(2), 99-121. http://dx.doi.org/10.18847/1.8.7
Lösel, F., King, S., Bender, D., y Jugl, I. (2018). Protective factors against extremism and violent radicalization: A systematic review of research. International Journal of Developmental Science, 12(1-2), 89–102. https://doi.org/10.3233/DEV-170241
Lozano-Díaz, A., Chacón-Benavente, F., y Roith, C. (2021). Medidas educativas con menores infractores: el caso de Alemania y España. Pedagogía Social. Revista Interuniversitaria, 37, 159-172. https://doi.org/10.7179/PSRI_2021.37.11
Lozano-Díaz, A. y Fernández-Prados, J. S. (2022). Young digital citizenship in #FridaysForFuture. Review of Education, Pedagogy, and Cultural Studies, 44(5), 447-468. https://doi.org/10.1080/10714413.2021.1929012
Massa, E. A. (2019). Retos en la lucha contra el terrorismo y la radicalización desde el respeto a los derechos humanos. Revista Saber y Justicia, 2(16), 43-56. https://saberyjusticia.enj.org/index.php/SJ/article/view/40
Montero, A. I. (2018). Discursos europeos sobre la radicalización violenta de la juventud: reflexiones desde la educación social. RES: Revista de Educación Social, 27, 295-310. http://www.eduso.net/res
McCauley, C. y Moskalenko, S. (2008). Mechanisms of political radicalization: pathways toward terrorism. Terrorism and Political Violence, 20(3), 415-433. https://doi.org/10.1080/09546550802073367
Neumann, P. R. (2013). The trouble with radicalization. International affairs, 89(4), 873-893. https://doi.org/10.1111/1468-2346.12049
Nivette, A., Echelmeyer, L., Weerman, F., Elsner, M., y Ribeaud, D. (2021). Understanding Changes in Violent Extremist Attitudes During the Transition to Early Adulthood. Journal of Quantitative Criminology, 38, 949-978. https://doi.org/10.1007/s10940-021-09522-9
Parrat-Dayan, S. (2012). Como enfrentar a indisciplina na escola. Editora Contexto.
Sageman, M. (2017). Turning to political violence: The emergence of terrorism. University of Pennsylvania press. https://doi.org/10.9783/9780812293821
Schils, N. y Verhage, A. (2017.) Understanding how and why young people enter radical or violent extremist groups. International Journal of Conflict and Violence, 11, a473. https://doi.org/10.4119/ijcv-3084
Tamayo, M., Bazaga, I., y Bermejo, R. (2021). La radicalización violenta de los jóvenes un reto en la construcción de sociedades seguras: una propuesta de tipología y escala de jóvenes vulnerables a procesos de radicalización violenta. Cuadernos de Gobierno y Administración Pública, 8(2), 119-130. https://doi.org/10.5209/cgap.78366
Trujillo, H., González-Cabrera, J., León, C., y Valenzuela, C. C. (2006). De la agresividad a la violencia terrorista. Historia de una patología psicosocial previsible (Parte I). Psicología Conductual, 14(2), 273-288.
Unión Europea (Ed.) (2017). The contribution of youth work as well as non-formal yinformal learning to fostering active citizenship and participation of young people in diverse and tolerant societies, preventing marginalisation and radicalisation potentially resulting in violent behaviour. A practical toolbox for youth workers yyouth organisations and recommendations to policy makers. Results of the expert group set up under the European Union Work Plan for Youth for 2016-2018. Publications Office of the European Union. https://doi.org/10.2766/32369
Wachs, S., Wettstein, A., Bilz, L., y Gámez-Guadix, M. (2022). Motivos del discurso de odio en la adolescencia y su relación con las normas sociales. Comunicar, 30(71), 9-20. https://doi.org/10.3916/C71-2022-01
Waldmann, P. (2007). Is There a Culture of Violence in Colombia? Terrorism and Political Violence, 19(4), 593-609. https://doi.org/10.1080/09546550701626836
Copyright (c) 2024 Journal of Educational Research
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The articles and scientific documents published in RIE abide the following conditions:
1. The Servicio de Publicaciones de la Universidad de Murcia (the publisher) has the property rights (copyright) of all the documents published and allows the reuse under the user’s license indicated in point 2.
2. All documents are published in the digital edition of RIE under a Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (legal document) license. These documents can be copied, used, distributed, communicated and explained publicly if: i) the author(s) and its original source of publishing (magazine, publisher and URL of the document) are cited; ii) it is not used for commercial purpose; iii) the existence and the specifications about this license are mentioned.
3. Auto-archive’s conditions. The authors are allowed and encouraged to digitally distribute the pre-print versions (a version before evaluation) and/or post-print (a version that it is already evaluated and accepted to its publication). This promotes circulation and distribution earlier and can increase the citations and significance within the academic community.