Conference Program

In a context marked by democratic fatigue and political polarisation schools and educational actors face the urgent task of fostering democratic competence and critical thinking among young people. At the same time, debates surrounding radicalisation and deradicalisation highlight profound moral and pedagogical dilemmas: how can educational interventions strengthen resilience to extremist narratives without becoming forms of counter-indoctrination? How can educators intervene meaningfully while respecting freedom of thought and expression?

This paper presents and reflects on In Search of the Lost Past, a civic education role-play designed to address dynamics of alienation and polarisation that may contribute to processes of radicalisation. Rather than focusing on deradicalisation as a corrective intervention after the fact, the tool adopts a preventive and educational perspective, aiming to cultivate democratic literacy, critical thinking, and pro-social resilience. Designed for use in schools, youth centres, and community settings, the role-play engages participants in structured simulations that require them to reflect on available choices and anticipate the consequences of different courses of action. Through co-participation and co-construction, participants explore contested conceptualisations of common values, learning to recognise alternative perspectives. In doing so, they experience cooperation, responsibility towards a shared goal, and the tensions inherent in democratic decision-making processes.

Drawing on implementation experiences, the paper analyses the pedagogical design of the tool and discusses its contribution to strengthening critical thinking skills, fostering personal efficacy and cultivating open-mindedness and respect for different worldviews. By situating deradicalisation-related concerns within a broader civic education framework, the paper highlights an approach that seeks to avoid the limits of ideological imposition while still addressing the risks associated with extremist narratives. The final aim is to demonstrate how participative activities can contribute to democratic competence and resilience by equipping learners not with predefined answers, but with the tools necessary to navigate complexity in plural societies.