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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: [email protected]