Radicalization as Transformative Learning: A Theoretical and Illustrative Exploration

Abstract

Purpose – Drawing on Transformative Learning (TL) theory, the authors suggest a new and novel way to approach the study of violent radicalization.

Methodology/Approach – First, their argument is supported by the development of a Transformative Radicalization (TR) framework that borrows and adapts the core tenets of TL theory. Second, they provide a preliminary illustrative exploration of TR using two autobiographical accounts of militant radicalization (Islamist and Anarchist) from the UK and Canada.

Findings – Radicalization is a cognitive and emotional process of change that prepares and motivates an individual to pursue violent behavior. That process of change is incremental; individuals learn and adopt novel political, social, ideological, and/or religious ideals that justify and legitimize indiscriminate violence. The TR framework provides a more nuanced appreciation for the cognitive aspects involved in this process. The authors’ empirical illustrations provide guidance on how subsequent research might use original interview data on individual radicalization processes to develop more in-depth, cross-case comparisons.

Originality/Value – This theory builds a cross-disciplinary understanding of violent radicalization that highlights the way adults learn, alter their meaning perspectives, and change their behavior.

Citation

Wilner, A. and Dubouloz, C.-J. (2020), "Radicalization as Transformative Learning: A Theoretical and Illustrative Exploration", Silva, D.M.D. and Deflem, M. (Ed.) Radicalization and Counter-Radicalization (Sociology of Crime, Law and Deviance, Vol. 25), Emerald Publishing Limited, Leeds, pp. 37-53. https://doi.org/10.1108/S1521-613620200000025003