The 'choice to challenge' extreme views in the classroom? Counter-radicalisation and the Prevent agenda in the University context

STEADMAN, Amy, GRACE, Jamie and ROBERTS, Rhiannon (2019). The 'choice to challenge' extreme views in the classroom? Counter-radicalisation and the Prevent agenda in the University context. In: AKHGAR, Babak, WELLS, Douglas and BLANCO, Jose Maria, (eds.) Investigating Radicalization Trends : Case Studies in Europe and Asia. Security Informatics and Law Enforcement series . Springer, 237-260.

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    Abstract

    The university sphere has become an increasingly researched topic as a unique institution that can aid understandings of extremism and radicalisation. Current extremism and radicalisation methods such as the Prevent strategy have become intertwined within university frameworks, which have become an interesting point of study. With recent events within the UK, this research is valuable to aiding law enforcement and the judicial sector concerning the upcoming risks and methods that can be observed within universities. This nuanced research can wider contribute toward the creation of new strategies and can reframe current societal understandings surrounding extremist risks in the UK. To understand the increasing risks to students within universities, this chapter reflects upon the current UK Prevent strategy and the levels of engagement this has with universities nationally. To do so the chapter explores the relationship between higher educational and policing bodies. The chapter conducts an in-depth analysis of the findings within a large quantitative survey disseminated using purposive sampling, given to students and staff at a law school within a UK university. The survey was framed to explore student and staff perceptions of the UK Prevent strategy and how its policies are implemented within universities. From the discussion themes surrounding the effectiveness of the prevent strategy in terms of: discrimination particularly for Muslim students, the creation a censorious atmosphere within universities and how it aids vulnerable students. From these findings the chapter presents the recommendation that the environment for discussing extremism concerns needs to be reframed, creating a more open environment that encourages discussion. This proposed atmosphere is framed by a soft prevention approach to tackling extremism within the classroom and wider campus. By creating a balanced framework this approach gives academic staff the responsibility to report any concerning behaviour to protect vulnerable students and to give students the freedom to freely express their views on contemporary UK risks to challenge current censorious atmospheres within universities.

    Item Type: Book Section
    Additional Information: Series Online ISSN 2523-8515
    Page Range: 237-260
    SWORD Depositor: Symplectic Elements
    Depositing User: Symplectic Elements
    Date Deposited: 05 Feb 2020 14:38
    Last Modified: 02 Oct 2020 01:18
    URI: http://shura.shu.ac.uk/id/eprint/25794

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