This section contains suggestions for in-class or pre-class educational exercises, while a post-class assignment for assessing student understanding of the Module is suggested in a separate section.
The exercises in this section are most appropriate for classes of up to 50 students, where students can be easily organized into small groups in which they discuss cases or conduct activities before group representatives provide feedback to the entire class. Although it is possible to have the same small group structure in large classes comprising a few hundred students, it is more challenging and the lecturer might wish to adapt the facilitation techniques to ensure sufficient time for group discussions as well as providing feedback to the entire class. The easiest way to deal with the requirement for small group discussion in a large class is to ask students to discuss the issues with the four or five students sitting close to them. Given time limitations, not all groups will be able to provide feedback in each exercise. It is recommended that the lecturer makes random selections and tries to ensure that all groups get the opportunity to provide feedback at least once during the session. If time permits, the lecturer could facilitate a discussion in plenary after each group has provided feedback.
All exercises in this section are appropriate for both graduate and undergraduate students. However, as students' prior knowledge and exposure to these issues varies widely, decisions about appropriateness of exercises should be based on their educational and social context.
Watch the first video and at least one of the other videos.
Then put the class, depending on numbers, into smaller groups to discuss some of the issues raised:
Create, e.g., 3 - 5 stances (depending upon class size), each with one of the primary drivers of extremism around which the United Nations Secretary-General's VE Agenda 2015 is framed:
(1) Lack of socioeconomic opportunities
(2) Marginalization and discrimination
(3) Poor governance, violations of human rights and the rule of law
(4) Prolonged and unresolved conflicts
(5) Prison radicalization
Ask each stance to examine two questions from the perspective of the particular driver it identifies (e.g., lack of socioeconomic opportunities):
A female national from your country was known to have travelled to the conflict zones. Intelligence gained from her social media accounts and Internet footprint reveal that she is married to a terrorist fighter, but there is no evidence suggesting she has been directly involved in terrorist activities or fighting of any kind. Interviews with close family have cleared them of any involvement and the general view from them was of 'shock and dismay' that an intelligent, well-intentioned and warm young woman with a bright future could take such a path.
Less than one year ago, the girl gave birth to the couples' first child, and she is currently three months pregnant with the second child. The husband posted pictures on a social media channel entitled "new cub of the armed struggle" with their new born son next to an automatic weapon.
Recently, it was confirmed that the woman's husband, and father to the two children had been killed in fighting. The woman has since re-established contact with her family and has said that she wants to "come home" and that she was "trapped before" and that she "couldn't escape, was so scared but there was no way out". She stated that she saw women who had tried to escape being killed. She expressed that she is willing to talk to authorities.
The questions below are provided as a guide to assist in designing and/or implementing PVE/CVE strategies and plans when considering the appropriate response to the above scenario:
A girl who became radicalized via online contact with a terrorist recruiter is stopped by authorities at a border near a zone of known terrorist activity, and is returned to her country of origin. Some of the 'push' factors included abusive family members to whom she did not wish to return.
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