Abstract
The present article focuses on how the so-called War on terror discourse has merged into the educational system and brought about a securitization of education. As a part of efforts to prevent young people from becoming radicalized into terrorism, the educational system is expected to be able to detect individuals ‘at risk’ and deploy methods to prevent radicalization from happening. Through the critical discourse analysis of a collection of educational practices, sampled by the European Union working group Radicalisation Awareness Network, we have been able to generate knowledge about how the War on terror discourse tends to individualize and decontextualize tensions in society that may ultimately cause terrorism. With this individualized and decontextualized approach to preventing radicalization, it appears more important to control students rather than to develop their ability to analyse complex conflicts in society.
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