Counter Stories

As part of the Counter Stories project, interviews were carried out with experts from science and practice. The aim of the empirical research was to analyse key alternative narratives and counter-narratives that are used in prevention work. The findings from the analysis serve as the basis for the narratives that are implemented in counter stories in the form of videos.

As part of the project, 31 alternative narratives or counter-narratives that are used in national and international projects were asked for their suitability. The interviewees had the opportunity to rate the narrative as “suitable”, “possibly suitable”, or “not suitable”.

In general, the degree of radicalization must be taken into account when formulating the narratives. Narratives that are suitable for universal prevention often no longer work for people with a tertiary level of radicalization. In principle, alternative narratives were preferred to counter-narratives.

Complexity and authenticity

The experts were almost unanimous that a too complicated formulation would impair their effectiveness, as it is difficult for the young people to understand. Hard formulations or a devaluation were also rated as negative. Narratives are not meant to be phrased in such a way that they look like Western propaganda. It is important that narratives correspond to the truth and are not formulated too morally or with a pointing finger.. It was also noted that counter-speeches to crimes by terrorist organizations are dismissed with offenses by Western soldiers.

Many interviewees emphasized the importance of the authenticity of the person delivering the narrative. It was repeatedly noted that mediation through victims or dropouts arouses emotions and is well received by the target group.

Alternative narrative topics

The question of whether one should focus on early prevention issues such as social security, democratic culture, human rights, gender, plurality, etc. when formulating alternative narratives was answered positively. In particular, the culture of democracy and gender were mentioned repeatedly in the interviews. One interviewee mentioned that against the background of the #metoo debate, male adolescents are often forgotten. Today they often perceive their male identity as being at risk. It is also important that the values ​​mentioned are transferred into social skills and illustrated in this way. Many interviewees stated that the topics mentioned can be made tangible with role models (including negative ones). The topics must also be adapted to the context of the young people’s living environment.

Role of the law enforcement and schools

One practitioner stated that it was of the utmost importance to offer the children and young people the role of the executive in Austria. He argued that refugee children may have a very different image of the executive. This picture depends on what experiences the parents have had with the executive in the countries of origin (torture, abduction, etc.). Therefore, according to the practitioner, it is important that young people in social and youth work as well as in school are taught that the executive in Austria does not pose a threat. It is especially important for young people from authoritarian states to know that there is a separation of powers in Austria. In this context, several interviewees stated that prevention should start at elementary school age and that ethics lessons can play an important role in this context.

Links

www.counterstories.at

Keywords

Radicalisation, prevention, interviews, good practices analysis, law enforcement, schools