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www.opm.co.uk

Preventing Extremism and

Promoting Cohesion on

CampusEwan King

12 July 2011

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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

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The nature of the challenge

High profile cases of violent extremists passingthrough 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 equalitiesand terrorism legislation

Managing the ungoverned space life

outside campus, the internet, the street and thehome

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Challenges for Muslim students

Students stressed the need for institutions and staff to be moresensitive of the religious adherences followed by Muslimstudents

The importance of greater representation and involvement ofMuslim students in university/college life

21 per cent of students reported that they had experienceddiscrimination majority of those felt that the discrimination waslinked to Islamophobia

84 per cent of students who experienced Islamophobicdiscrimination failed to report it

Universities have an important role to play in ensuring that allstudents are both able and comfortable enough to report anydiscrimination

Dialogue and interaction between Muslims and the institutionand dialogue between Muslims and non-Muslims regarded asvital

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Understanding the risk factors

Diaspora and

foreign policy

Untrammelled access to

extremist websites

Discrimination and hate

Poor access totheological guidance

Students living

parallel lives

Undisrupted recruitment

Individual vulnerabilities

e.g. family estrangement

Unlocked grievances

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What Universities can do

Spot and support vulnerable individuals (NOMSradicalisation 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

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Promoting meaningful interaction

Meaningful interaction between people of different backgroundscan help to increase understanding and reduce prejudice; in turnbuilds trust between people and thus increase resilience incommunities (OPM & CLG, 2011)

Focus on interaction not on a single identify, but on what peoplehave in common (e.g. campaigning on a local problem)

Dont create interaction for its own sake, provide resources andfreedom that promotes community-led interaction

Think about use of spaces how can spacesbe used to boostinteraction?

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

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Further information

OPMs blog: http://opmblog.co.uk/ GLA report:

http://www.london.gov.uk/archive/mayor/publications/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