U.K. Government Policies for Preventing Violent Extremism: Critical Perspectives

• In Event: 31.077 - Challenging Extremism? Education for Justice and Peace in a World of Competing Ideologies

Abstract

This paper critically examines the role proposed for schools and educators in government initiatives aimed at preventing violent extremism. In the UK, peace educators have opportunities in social studies and citizenship education to promote a strong narrative of support for human rights and living together in diversity (Osler & Starkey, 2010). However, when policies involving schools are developed by the security services rather than by educators, the effects may undermine sensitive approaches to educating for social cohesion. Consequently peace educators need to engage critically with expectations that they are part of government-sponsored solutions to combating politicised violence.

Between 2000 and 2011 six major British anti-terrorism acts were passed. They were accompanied by a broad Government anti-terrorist strategy known as Prevent which has an educational dimension. Although ostensibly combating the condoning or promotion of violence for political ends in any context, in practice governments have focussed almost exclusively on threats from Islamist terrorism and have neglected far-right racist and xenophobic agendas in favour of a concentration on Muslims (Osler, 2011).

To justify anti-terrorist legislation that curtails liberties, political speeches, amplified in the media, have stressed nationalist perspectives based on ‘Britishness’ under the Labour administration (1997-2010) and ‘fundamental British values’ introduced under the Conservatives (2010 – date). These discourses, denying the international and cosmopolitan perspectives that constitute the values of liberal democracies, serve to undermine rather than create social cohesion. They have the effect of stigmatising all Muslims by implying that they are less likely to qualify as British.

In 2011 the incumbent Conservative education minister sought to enhance the educational dimension of the anti-terrorist strategy and set up the Preventing Extremism Unit within the ministry. He instructed the chief inspector of schools to ‘ensure that children are safeguarded from extremists and their unacceptable messages’ (Gove, 2011). However, although the ministry also provided examples of approaches to teaching resilience to extremism and these include learning to deconstruct media representations and propaganda, little emphasis has been given to supporting teachers in developing such approaches (Bonnell et al, 2011).

This paper will develop the analysis outlined above and suggest how peace and human rights educators may resist co-option into inappropriate policies devised by security experts and based on disciplining minorities.

Bonnell, J., Copestake, P. et al. (2011) Teaching Approaches that Help to Build Resilience to Extremism Among Young People London: Department for Education RR119
Gove, M. (2011) Preventing Extremism in Schools and Protecting Children from Extremist Views Letter from Secretary of State for Education to Her Majesty’s Chief Inspector of Schools.
Osler, A. (2011) Education policy, social cohesion and citizenship. In Newman, I. & Ratcliffe, P. (eds) From Community to Social Cohesion. Bristol, UK: Policy Press, pp. 185-205.
Osler, A., & Starkey, H. (2010). Teachers and Human Rights Education. Stoke-on-Trent: Trentham.

Author

• Hugh Starkey, UCL Institute of Education - London