Preventing Extremism and Promoting Cohesion on Campus

Ewan King
12 July 2011

www.opm.co.uk

About OPM - Drawing upon evidence

GLA Experiences of Muslim Students in London DfE Evidence review of tackling extremism and building resilience in schools CLG Evidence review of attitudes of Muslims to violent extremism CLG Literature review on benefits of meaningful interaction Welsh Assembly Government Evaluation of Prevent Home Office Prevent self assessment tool Local authorities over 8 local Prevent evaluations

The nature of the challenge High profile cases of violent extremists passing through UK HE and FE Worrying evidence of hate on campus:
o GLA findings on rise of Islamophobia o Parliamentary committee on anti-Semitism

Balancing freedom of speech with equalities and terrorism legislation Managing the ungoverned space life outside campus, the internet, the street and the home

Challenges for Muslim students

Students stressed the need for institutions and staff to be more sensitive of the religious adherences followed by Muslim students The importance of greater representation and involvement of Muslim students in university/college life 21 per cent of students reported that they had experienced discrimination majority of those felt that the discrimination was linked to Islamophobia 84 per cent of students who experienced Islamophobic discrimination failed to report it Universities have an important role to play in ensuring that all students are both able and comfortable enough to report any discrimination Dialogue and interaction between Muslims and the institution and dialogue between Muslims and non-Muslims regarded as vital

Understanding the risk factors

Untrammelled access to extremist websites

Poor access to theological guidance

Students living parallel lives

Discrimination and hate

Individual vulnerabilities e.g. family estrangement Unlocked grievances

Diaspora and foreign policy

Undisrupted recruitment

What Universities can do

Spot and support vulnerable individuals (NOMS radicalisation items and WRAP training) Promote diversionary activities, e.g. volunteering, coaching and mentoring Robustly tackle hate and discrimination Provide better access to theological guidance Encourage airing of grievances and concerns in safe spaces e.g. YMAG and CCE Dialogues Promote more opportunities for meaningful interaction Build capacity of student welfare officers to work with vulnerable and isolated students

Promoting meaningful interaction

Meaningful interaction between people of different backgrounds can help to increase understanding and reduce prejudice; in turn builds trust between people and thus increase resilience in communities (OPM & CLG, 2011) Focus on interaction not on a single identify, but on what people have in common (e.g. campaigning on a local problem) Dont create interaction for its own sake, provide resources and freedom that promotes community-led interaction Think about use of spaces how can spaces be used to boost interaction? Consider whether current approaches really promote interaction, e.g. where meetings are held? Could training be offered to staff: e.g. in active listening, facilitation skills, conflict/tension management

Further information OPMs blog: http://opmblog.co.uk/ GLA report: http://www.london.gov.uk/archive/mayor/public ations/2009/docs/muslim-students-aug09.pdf DfE report: https://www.education.gov.uk/publications/RSG /AllPublications/Page1/DFE-RR119 Contact me: eking@opm.co.uk