A course strewn with pitfalls
To do this, the Commission brought together players in the field: from teachers to researchers, including members of the administration of the Wallonia-Brussels and OCAM federation. But before being able to set up these hearings, the Liberal Group head was encountered a lot of reluctance. “Of the members of other political groups even doubted their usefulness“She explains.”Then, it was also difficult to find teachers who agreed to testify, especially with an open face. But while we were in the last block of hearings, we received more and more spontaneous requests from teachers. So we decided to organize at least another session at the start of the school year.“If the teachers having so far participated in the auditions are all Brussels, their testimonies would indicate that this radicalization also concerns other cities in Wallonia.”The objective of these hearings was also to be able to objectify the scope of this phenomenon“Adds Diana Nikolic.
But what do we mean by “radicalization”? “”As a series of reports demonstrates, radicalization is mainly religious and mainly linked to Islamism. We make the difference with Islam, the majority of Muslims with a practice that is absolutely no problem. But we must be able to say and accept the fact that there is a radicalized fringe which places the dogmas of religion above Belgian laws and norms. This is how I define radicalization“, Advances the liberal. Beyond the religious part, radicalization also includes the ideological dogmas inspired in particular by the left and right extremes, she adds.
“An element brought by hearings is that you have to pay attention to the word ‘radicalism’ because it covers a lot of realities“, nuance Loïc Jacob.”Stakeholders explained that the majority of words testifying to a certain radicality made in the school environment are more or less specific to the period of adolescence, of the identity crisis. At this age, we sometimes try to make remarks that oppose authority to stand out, without any intention of extremism or violent act behind. But alongside that, there are actual radicalization processes. Even if they are very rare in schools, they exist and do not deny them“, Adds the committed deputy.
The radicalization of some worried students: “I only hear it ‘it’s haram’ in class”
“A latent problem which the politician finally seizes himself”
The results of these hearings precisely draw up an observation similar to the definition established by the group MR. “I Believe that we really experienced a turning point during the auditions of this July 2. Until now, we have felt a lot of reserve for some. This morning, one of the speakers used the image of ‘hiding the dust under the carpet’. The auditions of Jean-Pierre Martin and ofIsmaël Saïdi (The director of the play Djihad, editor’s note.) really put his finger on the fact that it is a latent problem and that there was a expectation that the politician finally seizes.“
General Inspection Service Figures evoke that a minimum of 6 % of teachers in the Wallonia-Brussels Federation have already self-censored. “”Even if there was only one teacher concerned, it is a subject that we must grasp“, Alert Diana Nikolic. In general, radicalization in schools is a difficult phenomenon to objectify given the few studies about it. That being, the director of the OCAM indicated”thatA third of people planning an attack in Belgium were minors under the age of 18 And that 33 files were opened by the body with regard to currently monitored minors, including 19 in Flanders, 8 in Brussels and 6 in Wallonia“. “The question remains whether this gap testifies to a stronger radicalization in Flanders and Brussels than in Wallonia or if it is a question of diagnostic at the base“, Comments the MP.”In any case, these hearings have shown that there is a problem which we must seize to break the solitude of the teachers and to be able to support schools in the face of this phenomenon.“
Religious radicalism and conspiracy at school: “We can no longer deny the situation,” said Minister Valérie Glatigny
What solutions to put in place?
Faced with this observation, the member also wishes to offer solutions to set up. “”An idea would be to work on a base of common values. Freedom of religion and expression are not absolute, discriminating, racist and homophobic words are punished by law. Equality between men and women is consecrated by our constitution“, she recalls.”It would therefore be necessary to reproduce the norms which found our society and to live together in Belgium, and that religious or ideological dogmas cannot supplant these laws. This could be done through the course of philosophy and citizenship.”
Other speakers also argue for the strengthening of the initial teacher training, in order to help them better anticipate and confront radical remarks in class. “”They must be able to deconstruct these speeches. Schools that have been confronted with these issues told us that they have set up speech spaces between teachers, but also moments when students can express their misunderstanding. Many reported that after having worked on the explanation and critical thinking, the tensions have appeased by themselves.“
“We must neither exaggerate the phenomenon nor underestimate it”
“A striking element is that the teachers ask that establishments have a clear line compared to these behaviors“, Acquires Loïc Jacob. “We have noticed that the most comfortable schools to answer them are those where there is a clear line between all and where things are sometimes inscribed in an internal regulations. All the actors have told us that an exclusively repressive approach would be completely inoperative. We must offer spaces for dialogue, where these words are deconstructed, and especially not to reject their authors.“
The committed deputy also wishes to underline it, these hearings cover only the prism relating to the school. “”However, radicalization is a global social issue. We must not think that what we have seen through the school will give us a complete image. The phenomenon should not be exaggerated or underestimating it“, He concludes.
The difficulties experienced by so many teachers in the face of the rise of religious radicalism can no longer be put under the carpet
