Understanding Radicalization

Workshop on “Radicalization and Social Change” at the Department of Social Work

The department of Social Work recently took the opportunity to explore the dynamics of radicalization in depth during a workshop. The format allowed for a focused exchange between practitioners and academics.

The workshop was led by two experts from the Advice Centre on Radicalisation at the Competence Center for Islamism Prevention and Deradicalisation (KID) of the Federal Office for Migration and Refugees (BAMF) in Nuremberg.

Ole Hinrich Bassen, sociologist, responsible for public relations, lectures, and the KID hotline, contributed an analytical outside perspective on discourse, narratives, and media dynamics in the context of Islamism.

Alexey Manevich, social pedagogue and psychologist with many years of experience in addiction counseling and forensic psychiatry, has been working at KID since 2016 in operational case work. He focused on practical intervention strategies and the interfaces between individual biography, psychosocial stressors, and group dynamic processes.

In terms of content, theoretical explanatory models were linked to specific case studies. Particular focus was placed on the aesthetics of extremist forms of communication and the question of how these can generate entry and retention effects, even beyond purely digital contexts. The case studies showed how multidimensional risk constellations consisting of personal crises, experiences of marginalization, addiction problems, or forensic histories interact with ideological offerings to promote radicalization dynamics.

Early warning signs, distinctions between non-conformist behavior and ideologically motivated violence, and intervention paths were identified. The speakers emphasized the need for sensitive diagnostics: not every act of provocation is an early indicator; careful contextualization remains central.

Implications for teaching and studying: The team at the department of Social Work reflected on how teaching can open up spaces for controversial debates without risking the normalization of extremist content, while at the same time establishing didactic guidelines. Procedures for reporting concerns, clear responsibilities, and interfaces with external services were systematized for students; it was expressly recommended that they contact the KID or similar agencies at an early stage if they had any questions.

Following the internal team workshop, the format was specifically opened up to students so that the insights gained could be directly incorporated into teaching and academic discourse. A separate event was also offered for our students in the bachelor's program in Social Work and the master's program in Social Work, Social Policy & Management. In addition, the participation of bachelor's students was specifically linked to teaching content within the relevant course “Profession of Social Work.”

This made it possible not only to teach students the theoretical basics, but also to frame them in a practical context, specifically through insights into prevention and deradicalization work. This combination of scientific disciplinary expertise, professional reflection, and practical application created a particularly lively and realistic learning environment.

Students benefited from the opportunity to discuss current approaches to radicalization prevention directly with experts from the field, ask critical questions, and reflect on their own perspectives for action in the professional context of Social Work. In this way, the department of Social Work strengthens students' ability to analytically grasp complex social phenomena and deal with them professionally while still in university — key skills for their future professional practice.