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Problematizing Youth Radicalization in Canadian Educational Spaces Problematizing Youth Radicalization in Canadian Educational Spaces Running Header: Problematizing Youth Radicalization in Canadian Educational Spaces Problematizing Youth Radicalization in Canadian Educational Spaces Ashley Manuel Department of Integrated Studies in Education McGill University, Montréal August, 2014 A thesis submitted to McGill University in partial fulfillment of the requirements of the degree of Masters of Arts in Education and Society © Ashley Manuel 2014 Problematizing Youth Radicalization in Canadian Educational Spaces 2 ABSTRACT This research determines whether Canadian educational spaces in the past have had any bearing on the radicalization of youth. As globalization creates tensions, insecurity and confusion for young people in relation to their identity, the radicalization of young Canadians poses a significant threat to maintaining national security. Though radicalization within Canadian educational institutions is far less prevalent than usually assumed in today's security- obsessed society, education's role as a social institution provides an important site to investigate this concern. A qualitative analysis of the educational experiences of Donald Andrews, Marc Lépine and Saad Khalid, each of whom adopted extremist belief systems in Canada during their youth, was conducted to uncover what kind of an influence schools played in their radicalization process. Results indicated that the sentiments of alienation and marginalization that fuelled their radicalization were exacerbated within their school settings. Therefore, the value of critical pedagogy is brought to light in order to demonstrate that by supporting the healthy development and social integration of its young people, educational spaces can indeed be utilized to prevent social isolation, a major driving force in the radicalization of youth. Problematizing Youth Radicalization in Canadian Educational Spaces 3 Résumé Cette recherche détermine si les espaces éducatifs canadiens ont eu un impact sur la radicalisation des jeunes. Alors que la mondialisation crée des tensions, incertitudes et confusions pour la jeunesse par rapport à la formation d’identité, la radicalisation des jeunes canadiens menace le maintien de la sécurité nationale. Quoique la radicalisation à l’intérieur des institutions éducatives canadiennes soit beaucoup moins fréquente que l’on croirait, particulièrement au sein d’une société obsédée par la sécurité, le rôle de l’éducation comme institution sociale nous permet, néanmoins, d’étudier cette crainte. Une analyse qualitative des expériences éducatives de Donald Andrews, Marc Lépine et Saad Khalid, dont chacun a adopté un système de croyance extrémiste pendant sa jeunesse au Canada, a été conduite pour découvrir à quel point les écoles ont influencé leurs processus de radicalisation. Les résultats ont indiqué que les sentiments d’aliénation et de marginalisation qui ont contribué à leur radicalisation ont été aggravés au sein de leurs espaces éducatifs respectifs. Conséquemment, l’importance de la pédagogie critique est soulignée afin de démontrer qu’en soutenant le développement sain ainsi que l’intégration sociale des jeunes, les espaces éducatifs peuvent être utilisés pour empêcher l’isolation sociale, une des causes principales de la radicalisation des jeunes. Problematizing Youth Radicalization in Canadian Educational Spaces 4 ACKNOWLEDGEMENTS First, I would like to thank my supervisor Dr. Ratna Ghosh for her efforts in guiding me through this research process. After having the privilege to work with her this past year, her tireless dedication to her students, profession and the field of education continues to astound me. Also, this thesis would have been impossible to complete had it not been for the support I received from members of the Canadian community. Thank you Isabel Teotonio, Ahmed Hussen, Mohamed Dahir and Abdifatah Warsame for being so generous with your time and steering me towards the materials needed for this research. I would also like to thank my family and friends in Toronto, Ottawa and Montréal for their continuous encouragement. I am especially grateful to my parents who have provided me with all of the opportunities that were beyond their own reach. Problematizing Youth Radicalization in Canadian Educational Spaces 5 TABLE OF CONTENTS Abstract ......................................................................................................................................... 2 Résumé .......................................................................................................................................... 3 Acknowledgements ...................................................................................................................... 4 CHAPTER I: INTRODUCTION ............................................................................................... 7 Canadian Educational Spaces ............................................................................................ 9 The Process of Radicalization .......................................................................................... 11 Radicalization in Canada ................................................................................................ 13 Literature Review ............................................................................................................. 15 Significance of Research .................................................................................................. 18 Research Objectives ......................................................................................................... 20 Summary & Chapter Breakdown ..................................................................................... 21 CHAPTER II: THEORETICAL FRAMEWORK & METHODOLOGY .......................... 22 Unpacking Radicalization ................................................................................................ 23 Applying the Lens of Critical Pedagogy .......................................................................... 28 Methods ............................................................................................................................ 33 Summary .......................................................................................................................... 34 CHAPTER III: THE THREE PROFILES ............................................................................. 35 Profile of Donald Andrews .............................................................................................. 35 The Height of Radicalization: A Young Andrews Forms the Edmund Burke Society ...................................................................................................................... 36 Personal Background ............................................................................................... 38 Educational Experience ........................................................................................... 40 Epilogue ................................................................................................................... 42 Profile of Marc Lépine ..................................................................................................... 44 The Height of Radicalization: The Montréal Massacre ........................................... 45 Personal Background ............................................................................................... 47 Educational Experience ........................................................................................... 49 Epilogue ................................................................................................................... 53 Profile of Saad Khalid ..................................................................................................... 54 The Height of Radicalization: The Toronto 18 Bomb Plot ...................................... 55 Personal Background ............................................................................................... 57 Educational Experience ........................................................................................... 58 Epilogue ................................................................................................................... 60 Summary .......................................................................................................................... 62 CHAPTER IV: ANALYSIS ...................................................................................................... 63 Identity Construction ....................................................................................................... 64 Adopting Extremist Ideologies ........................................................................................ 70 Status & Change Seekers ................................................................................................. 74 Summary........................................................................................................................... 76 Problematizing Youth Radicalization in Canadian Educational Spaces 6 CHAPTER V: CONCLUSION & RECOMMENDATIONS ................................................ 78 Recommendations for Educational Spaces ...................................................................... 80 Future Directions ............................................................................................................. 86 REFERENCES ..........................................................................................................................
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