Extremism

The Re-Emergence of ‘Race’ Among the British Far-Right

The Re-Emergence of ‘Race’ Among the British Far-Right

By Prof Chris Allen Around the turn of the 21st century, an ideological turn was evident within the British far-right milieu. Breaking with tradition, far-right groups turned away from their focus on ‘race’, Judaism and Jewish people in preference of Islam and Muslims. Spearheaded by the British National Party (BNP), those such as the English…

HCAW Blog #4: The Power of Rhetoric in 2020

HCAW Blog #4: The Power of Rhetoric in 2020

Alex Murphy @alexmurphykc27 2020 has been a unique year in many ways, but a sudden preoccupation with the clarity of political messaging has united anxious populations around the world. Shifts in the UK from the ‘Stay at home’ message, to ‘Stay alert’ and ‘Hands, face, space’ in short order (alongside the brief diversion into ‘Eat…

By Dr Stephen James Minton

‘Our generation is realistic, for we have come to know man as he really is. After all, man is that being who invented the gas chambers of Auschwitz; however, he is also that being who entered those gas chambers upright, with the Lord’s prayer or the Shema Yisrael on his lips’ (Frankl, 1959, p. 157).

Like many people, I have always had a curiosity about what it is that underlies choices in extreme circumstances; and like many psychologists, I have always had a desire to find out what is it that can or could help human beings to survive. In Marginalisation and Aggression from Bullying to Genocide: Critical Educational and Psychological Perspectives, I have attempted to bring whatever learning I have accrued from my professional experiences (in the fields of psychology and education) to bear on shedding some light on how and why human beings create unliveable situations for their fellow human beings. An informing idea that runs through the book is the position held by various phenomenologist philosophers (beginning with Sartre and de Beauvoir), and those influenced by them, that human beings inevitably define and perceive themselves (and people ‘like them’) as the One, and simultaneously set up those who are somehow not like them, as an oppositional Other. I argue that this results in an observable ‘continuum of marginalisation’ experiences. Essentially, this is based on the findings that similar sets of individual, group and societal mentalities and actions (all of which relate to the targeted persecution and destruction of ‘Otherness’) exist. These underlie and stretch across a continuum of phenomena that span prejudice, stereotyping, discrimination, harassment, bullying and street violence, through to acts of colonisation, forced assimilation, legally sanctioned subjugation, war, and at its most extreme, genocide.

 

At one end of the continuum, school bullying is a form of aggressive behaviour which generally stems from marginalisation and prejudice. Given its frequency, most people will have had at least second-hand experience of it. Evidence also shows that members of so-called ‘minority’ groups (e.g., ethnic minorities, LGBT people, those with intellectual disabilities and special educational needs) continue to experience both school bullying and other forms of aggressive and discriminatory behaviour (Minton, 2014; Zych, Ortega-Ruiz & Del Rey, 2015). Hence, I see school bullying not so much as a phenomenon in itself, but as one of a number of possible manifestations of broader historical and contemporary patterns of marginalisation in society. Anti-bullying actions to date have generally had rather modest effects. My view is that an explicit focus on prejudice (hitherto, a relatively unattended to factor) should be considered in the redesign of such efforts in order to improve their efficacy.

 

At the other extreme is genocide. In this book, I have outlined an eight-stage model of physical genocide, which is applied to an exemplar which has received little attention: the genocide committed against the indigenous peoples of North America, and in particular, the Lakota-Cheyenne Campaign (1864 – 1890) of the so-called ‘Indian Wars’ of late nineteenth century United States. My position is that even with the acknowledged limited psychological knowledge that we have, we can, at least, learn to look out for the warning signs of genocidal mentality that are reflected in our discourse around ‘Others’. However, in order to understand why genocidal behaviour is actualised, we must be aware of the systemic and power factors that permit it. It is instructive, I believe, to consider how so-called ‘cultural’ forms of genocide have been perpetrated through the apparently ‘benign’ process of education. Such processes have been repeated all over the world in the models of residential schooling that were set up to ‘civilise’ indigenous peoples. The deliberate, legally sanctioned and forcible separation of indigenous children from their families and native cultures, coupled with the often abusive nature of the ‘education’ that such children received, and the conditions that they endured (although too many did not survive), means that this experience of ‘education’ has continued to cast a long shadow. If restitution, reconciliation and reclamation are to be attained – none of which are possible without arriving at truths – then we must engage with and address these issues of legacy. With their historical predecessors having been part of the problem, it remains to be seen if today’s educators can be part of potential solutions.

 

If we – as professionals, perhaps, but above all, as human beings – really do wish to do things differently in future, we must, as Frankl (above) stated that we are, be realistic. Our tendency to understand ourselves in oppositional relationships to those we deem as ‘Others’ , and our deeply embedded drives toward aggression, must be acknowledged. However, in my view, some aspects of our dominant, non-critical, approaches to psychology and education, obscure rather than assist us in doing things differently. I feel that if we are to genuinely learn from the horrors of the past and present, we must make a genuine attempt to re-capture genuine person-centredness, in the radical form in which it was originally conceived, in our thinking and our practice. My hope is that, within whatever constraints that we may have, we can become more genuinely active in actualising our possibilities for reaffirming humanity in our individual and collective choices.

 

REFERENCES

 

Minton, S.J. (2014). Prejudice and effective anti-bullying intervention: evidence from the bullying of ‘minorities’. Nordic Psychology, 66(2): 108-120. doi:10.1080/19012276.2014.928485

 

Zych, I.; Ortega-Ruiz, R. & Del Rey, R. (2015). Scientific research on bullying and cyberbullying: Where have we been and where are we going. Aggression and Violent Behaviour, 24: 188-198. https://doi.org/10.1016/j.avb.2015.05.015

 

Dr Stephen James Minton CPsychol AFBPsS is a chartered psychologist and a lecturer in the psychology of education at the School of Education, Trinity College Dublin. He is author of Marginalisation and Aggression from Bullying to Genocide: Critical Educational and Psychological Perspectives (Sense, 2016) and Using Psychology in the Classroom (Sage, 2012), and the co-author of Dealing with Bullying in Schools: A Training Manual for Teachers, Parents and Other Professionals (Sage, 2004) and Cyber-Bullying: The Irish Experience (Nova Science, 2011). His research and practice interests include processes of inclusion, exclusion and marginalisation in education and society (especially regarding so-called ‘minorities’, e.g. indigenous peoples, LGBT people, and members of alternative youth sub-cultures), and aggression and violence (including bullying and cyber-bullying).

American Islamophobia in the Age of Trump: The Global War on Terror, Continued?

American Islamophobia in the Age of Trump: The Global War on Terror, Continued?

Guest post by Tanner Mirrlees, the Director of the Communication and Digital Media Studies program at the University of Ontario Institute of Technology (UOIT). His research examines the political economy of US media and communications dominance around the world, the relationship between the US security state and cultural industries at war, and the economics and…

What Causes Spikes in Hate Crime Reporting?

What Causes Spikes in Hate Crime Reporting?

By Dr David Brax, post-doc at the Centre for European Research, and the Department of Philosophy, Linguistics and Theory of Science, Gothenburg University. Dr Brax is a member of the advisory board for the INHS, and an associate editor of the book series “The Psychology of Hate Crime as Domestic Terrorism (Preager 2016). His most recent…

Erosion of Social Support as a Function of Alt-right Xenophobia in the 2016 U.S. Presidential Election

Erosion of Social Support as a Function of Alt-right Xenophobia in the 2016 U.S. Presidential Election

Guest post by Professor Edward Dunbar Edward Dunbar is a Clinical Professor in the Department of Psychology at UCLA. He also is a practicing psychologist based in metropolitan Los Angeles. He is the co-editor of the series “Hate Crimes as Domestic Terrorism” and the forthcoming “Indoctrination to Hate: Recruitment and Membership Techniques of Groups Pushing…

Making sense of the Orlando Massacre

Making sense of the Orlando Massacre

By David Brax, post-doc at the Centre for European Research (CERGU), and the Department of Philosophy, Linguistics and the Theory of Science, University of Gothenburg Before we begin, I want to brief you on the content of this rather long post: It basically states that we don’t yet know exactly what the Orlando massacre was about….

Orlando Shootings - Acknowledging Hate Crime against LGBT community

Orlando Shootings – Acknowledging Hate Crime against LGBT community

By: Dr Loretta Trickett Dr Loretta Trickett is a Senior Lecturer in Criminology, Criminal Law and Human Rights.  She is Module Leader on undergraduate and postgraduate programmes at Nottingham Law School.  Loretta’s research interests include gendered offending, victimology and hate crime.  She has published articles on masculinities, fear of crime, gang violence, sexual assaults and…

On Hate Crime and Terrorism

On Hate Crime and Terrorism

    By David Brax, post-doc at the Centre for European Research (CERGU), and the Department of Philosophy, Linguistics and the Theory of Science, University of Gothenburg In the aftermath of the massacre in the Emanuel African Methodist Episcopal Church in Charleston on June 27th 2015 a discussion arose concerning how to categorize what had…

Eastern crimes, western theories: Conceptualising the hate crime model in Central and Eastern Europe

Eastern crimes, western theories: Conceptualising the hate crime model in Central and Eastern Europe

By Piotr Godzisz, University College London  We are used to talking about the east/west divide when it comes to intolerance in Europe. But is there an east/west divide when it comes to understanding hate crime? Studying hate crime in central and eastern Europe is difficult, not least because understanding the phenomenon in this context does not ‘fit’ western…

Recent Comments

  • Mark Walters: You will need to contact the conference organisers directly. INHS Team
  • WJT: I'm glad you included "support" on the flowchart. When you've been accused of hatespeak, i...
  • Jakub Supel: Here we have the classic problem of interpreting the meaning of "grossly offensive" and "r...
  • Jakub Supel: "Equally, the European Court of Human Rights has held that the right to freedom of express...

Latest from Twitter