Larry D. Lauer

The Center for Strategic and International Studies (CSIS) recently released an extremely comprehensive report on countering violent extremism, titled Turning Point. It presents the results of international polling, assesses the current status of activity around the world, and makes some suggestions for a way forward.

Central to me was the observation that governments can do only so much, and that NGO’s, private corporations and other institutions must do more. But the barrier for greater civic involvement has been finding funding for all these potentially powerful non-governmental initiatives.

I have written posts in the past about a role for enlightened cities, universities and schools in making Muslims and other immigrants feel welcome. Many times what is seen as mostly an international problem actually resides right in the middle of neighborhoods in many of our great cities around the world.

Much effort has been spent to understand the motivation of young people who elect to join ISIS or other extremist causes. Many analysts think it’s basically a personal identity crisis. It’s a desire for a stronger sense of belonging and meaning than they are finding in their neighborhoods and cities. Religious fundamentalism and failed states in the Middle East certainly contribute to the problem, but this search for meaning seems to be the strongest motivator. Social media connect these dissatisfied young people around the world, establishes an emotional bond between them, and  eventually produces a compelling need to take violent action.

So what can schools do to help?  Here’s my partial list:

1. Awareness. Accepting that the problem is local. Most schools have communication officers that communicate daily with the news media, parents, students, and community opinion leaders. Universities communicate regularly with similar audiences.
2. Communication campaigns. Journalism and strategic communication students can design and launch information campaigns that educate citizens about the issues and initiatives.
3. Research. Universities certainly have the capacity through research to learn more about the specific problems in individual cities and neighborhoods. What initiatives will actually make a difference here? Are outreach initiatives and educational opportunities already underway that can be enhanced or better promoted?
4. Community projects.  Family counseling? College preparatory programs? Community dialogue groups?  Basic job training? After school activities?
5. Internships. Some advanced students have experience with social service research projects, communication campaigns, individual counseling, and teaching fundamental courses.
6. Special personal invitations. Citizen groups can invite struggling youth and families to  events in the city and on campuses. Sports. Parades. Celebrations. Fine Arts performances. Art exhibitions. Conferences. Lectures.
7. Partnerships. Schools and universities partnering with city governments, associations, civic organizations, nonprofits, businesses, and other schools can launch powerful research and action projects that can make a big difference. A student that escaped a bad neighborhood situation once said to me: “I tried to get lost but my school wouldn’t let me!”

Hard power implies the use of use of the military and police to defeat terrorist groups. But soft power is what is needed to win the battle of ideas. For the most part hard power is well-funded. Soft power is not.

The CSIS Turning Point report makes a strong case for the major funding necessary to win the war of ideas. And with a share of that funding, universities and schools certainly can play a major role in improving the lives of many immigrant young people and families.