Respect for women’s equality has become an instrument of progress (Butler 2008)—a way of identifying, demonising, and reforming some Muslim subjects. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas.' The threat it poses to freedom of expression and academic freedom has unsurprisingly caused discomfort and concern within the Higher Education sector. Both pose a threat to students but they have very distinct definitions. Schools and colleges must have regard to this guidance when carrying out their duties to safeguard and promote the welfare of children. [1] A forum discussion entitled ‘PREVENT: Counter-Terrorism and Freedom’ was held at Wadham College [2] earlier this year, and the Conference of Colleges—which brings together colleges in collective decision-making processes—has been seeking expert advice, input from college’s Governing Bodies, and debating the content of the risk assessments and action plans which are due to be submitted to HEFCE (the Higher Education Funding Council for England), the PREVENT monitoring body, later this summer. Email: counter.extremism@education.gsi.gov.uk. In a public lecture held as part of the Wadham series mentioned above, Professor Karma Nabulsi suggested that we should see the arrival of PREVENT in the academy as creating a more united understanding of its effects. E. info@compas.ox.ac.uk, Privacy | Terms & Conditions | Copyrights | Accessibility, ©2020 University of OxfordManaged by REDBOT, ‘We want to hear from you’ (or how informing works in a liberal democracy), Fear and Loathing in Luton: The Place of Collective Freedoms in a Democracy. Extremism and Radicalisation Prevent responds to the ideological challenges which can occur as a result of extremism and radicalism, reducing the threat of terrorism from those who pose such views. We are not responsible for external content linked on this site. [2] Organised and sponsored by Wadham Human Rights Forum, the Department of Politics and International Relations, Oxford, and London Review of Books. Helping to build resilience against extremist views, Involves serious violence against a person, Creates a serious risk to the public’s health and safety, Interferes with or seriously disrupts an electronic system. What is Extremism? It’s important to remember that not all extremist groups, whether Islamist, far-right or other, will commit terrorist or violent acts. Speaking the language of extremism is also becoming profitable. This can be seen as part of a growing trend within the UK and across liberal democracies more broadly, that tasks ordinary citizens to govern foreign or marginalised others through what Dace Dzenovska (2013; 2014) has described as acts of ‘denunciation’. Under the 2011 PREVENT Strategy, and reproduced within the government’s PREVENT duty guidelines, extremism is defined as ‘vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs…’ The guidelines, and advice note issued by HEFCE are replete with the language of extremism and radicalisation; here, extreme ‘ideology’ — not political or socio-economic factors — must be understood as the cause of terrorist activities, and hence silenced and curtailed. This includes the infamous definition of “non-violent extremism” used by the government in the past (“vocal or active opposition to fundamental British values…”)—people are under no obligation to use that as a working definition for “extremism”. Since September 2015, the Prevent duty, issued under the Counter-Terrorism and Security Act, places universities and colleges in the UK under a legal obligation to engage with the Prevent … This lack of visibility has effectively curbed discussion around PREVENT and discouraged dissent. Across many UK universities compliance has taken the form of amending existing policies, rather than presenting them as a coherent package. Rather than excluding universities from the provisions of the Act and granting them special exception, the presence of PREVENT within our universities has forced us to grapple with the meaning of freedom the rest of the country is facing, and to think hard about how to preserve those freedoms that belong to every citizen. These procedural rules and practices have unwittingly seeped into our institutions because they effectively tap into broader societal fears and prejudices around Islam, that have become widespread in European societies. From July 2015 every local authority has a legal duty to "prevent people from being drawn into terrorism". This statutory guidance from the Department for Education should be read and followed by governing bodies of maintained schools and colleges, proprietors of independent schools (including academies and non-maintained special schools) and the management committees of pupil referral units. Prevent is about safeguarding and supporting those vulnerable to radicalisation. That is according to a report by Estyn, which identified that some school leaders do not see radicalisation and extremism as relevant to their school or area.. All schools have a duty to ensure pupils are not radicalised into terrorism. In an unprecedented move, local government authorities, the health sector, prisons, schools and universities have been required to take ‘due regard to the need to prevent people form being drawn into terrorism’ (section 26(1)). The Counter Extremism Strategy 2015 says: “Extremism is the vocal or active opposition to our fundamental values, including democracy, the rule of law, individual liberty, and respect and tolerance for different faiths and beliefs. How do we define extremism and terrorism in the UK? Last year, two lecturers from the University of Southampton sought to organise a conference on international law and the state of Israel. For more information see this link. Prevent Duty Guidance. While the guidelines are meant to tackle all forms of extremism related to terrorist activities, including the far-right, Islam or Muslims are the most obvious targets. Participants need to sign up and login to access resources so progress can be tracked. We also regard calls for the death of members of our armed forces as extremist.”. (2008) “Sexual Politics, Torture, and Secular Time.” The British Journal of Sociology 59 (1):1-23. This is a duty on all schools and registered early years providers to have due regard to preventing people being drawn into terrorism. Prevent Duty Guidance for England & Wales; ... duties under Prevent. However, some groups pose particular threats, both online and offline. Telephone 020 7340 7264. Much like the Immigration Bill of 2015-16, legislation has become ever more intrusive, inserting itself deeper into the ordinary lives of law-abiding citizens. We have a duty to safeguarding pupils/students from potentially harmful and ... We recognise that extremism is defined as the holding of extreme political or An initial approach to these “sensitive topics” is to take a step back from current preoccupations with Islamist terrorism and from the emotive language and headline slogans surrounding it. Prevent Duty Guidance for England & Wales; ... our duties under Prevent. Non-violent extremism and British values. The Education Act, (no. The resource consists of four separate e-learning modules focused on the themes of extremism, radicalisation and British values. Under the Counter-Terrorism and Security Act 2015 we have a duty to refer any concerns of extremism to the police (In Prevent priority areas the local authority will have a Prevent lead who can also provide support). Violent events in nature (tsunamis, earthquakes, volcanic eruptions) can be contrasted with animal violence (lions attacking a prey) and human violence, starting with the simple example of bullying, with which pupils will be familiar… Appeals for a national identity—through notions of ‘British values’— have often been juxtaposed to an abject, illiberal ‘other’; the universal language of ‘liberal’ rights has had the effect of producing difference, and racializing and essentializing Muslims. For any questions or comments about the website or any of its content, please contact us. It includes specific reference to preventing radicalisation on page 82 and advice on online safety at Annex C. A downloadable booklet for teachers about how to increase your pupils’ resilience to extremism, produced by Educate Against Hate. 3 DEFINITIONS & INDICATORS We recognise that extremism is defined as the holding of extreme political or religious views. [1] Oxford’s 38 colleges and 6 Permanent Private Halls are independent, self-governing academic communities, and for the purposes of PREVENT are required to respond to the legislation separately from the University. In Oxford, discussion and debate around PREVENT has so far centred on the Colleges. Prevent is 1 of the 4 elements of CONTEST, the Government’s counter-terrorism strategy. What should I consider about hosting external speakers in my school? The current UK definition of terrorism is given in the Terrorism Act 2006. The four modules are made up of a mixture of narrative videos, interactive quizzes and e-learning content. What resources are available to help implement the duty? PREVENT monitors and disciplines not only lawful actions, but also political and religious ideas and opinions. And we can develop a response alongside schools and other public bodies that not only challenges the legislation, but also destabilises the ways we have come to understand Islam in Britain today. While this diffused process of implementation has been motivated by a reluctance to cause unnecessary alarm, it has also meant that there has been little transparency among staff. If someone is suspected of vulnerability to ‘extremism’, under the Prevent duty, they can be referred to ‘Channel’, a home office initiative that assesses people and decides what should be done in the way of ‘counter-radicalisation’. Initially launched in 2007 and revised in 2011, PREVENT is part of the Government’s counter-terrorism strategy, with new legal obligations arising with the enactment of the Counter-terrorism and Security Act of 2015. What are my school’s responsibilities under the Prevent duty? In the face of this law, we have come to stand united with the rest of the country. It aims to stop people becoming terrorists or supporting terrorism. We also regard calls for … The PREVENT strategy draws on a discourse of national identity, British values, and social cohesion that has been voiced across the political spectrum in recent years. Find more information about how schools prevent extremism and safeguard young people via Counter Extremism LGFL. Since the 2011 Prevent Strategy the government has defined “extremism” as “vocal or active opposition to fundamental British values.” The government has described 4 key “fundamental British Values” – “democracy”, “the rule … Courses and videos are now available online, and experts run workshops and modules for a fee on anything from ‘how to spot extremist ideas and behaviours’ to  ‘warning signs of radicalisation.’ The language of extremism and radicalisation has become so commonplace that many have come to accept Muslim ‘difference’ as the cause of a number of societal problems ranging from a lack of social cohesion to violence and terrorism. Extremism – and therefore counter-extremism – will always be ‘pre-crime’, always be grounded in the political and therefore always inherently tied … Radicalisation is defined as the process by which people come to support terrorism and extremism and, in some cases, to then participate in terrorist groups. 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