This thesis addresses the issue of recruitment and radicalization of female non- Muslim adolescents in France by Islamic State. The principle research question is how the French government could incorporate Entertainment Education into their radicalization prevention strategy. The thesis is focused solely on this unique demographic, because it is a pressing concern for France and requires a new strategy.
The thesis begins by outlining the basic definitions and background of Jihadism and radical thinking. It then goes on to outline the history of women in terrorism. The thesis also summarizes insights and analyses from other counter-terrorism research facilities about Islamic States’ unique recruitment and radicalization strategy.
The thesis then outlines the radicalization process of young French girls, and the counter-radicalization campaign designed by the French government. It also defines and provides background information about Entertainment Education, and how it has been used around the world in various contexts. The theory section analyzes propaganda strategy as well as social learning theory. This includes the role of propaganda in terror recruitment and the role of social learning theory in Entertainment Education.
The analysis section outlines Entertainment Education case studies as well as the current French radicalization prevention strategy and highlights the potential for Entertainment Education to be incorporated into this new radicalization prevention campaign. The conclusion of the paper is that the French radicalization prevention strategy could benefit from the Entertainment Education method.
|Commitee:||Doyle, Waddick, Elder, Tanya, Payne, Robert|
|School:||The American University of Paris (France)|
|Source:||MAI 58/05M(E), Masters Abstracts International|
|Subjects:||Educational psychology, Mass communications|
|Keywords:||Entertainment education, Islamic State, Radicalization, Social learning theory|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be