Youth, terrorism and education: Britain’s Prevent programme

Research output: Contribution to journalArticle

32 Citations (Scopus)

Abstract

Since the 7/7 bombings of July 2005, Britain has experienced a domestic terror threat posed by a small minority of young Muslims. In response, Britain has initiated ‘Prevent’, a preventative counter-terrorism programme. Building on previous, general critiques of Prevent, this article outlines and critically discusses the ways in which Prevent has approached young Muslims and their educational institutions. The article argues that, rather than trust in broader and non-stigmatizing processes of anti-extremist education, the police-led Prevent has ‘engaged’ with and surveilled young Muslims. Within Prevent there is little evidence of educational processes that explicitly build youth resilience against extremism. Instead, Muslim youth are viewed as both a risk to society and at risk of catching the terrorist disease, with the contested model of ‘radicalisation’ and child protection concepts utilized to portray risks of exploitation by Islamist extremists that necessitate a deepening process of education-based surveillance. The article identifies non-stigmatizing alternatives to the approach of Prevent, approaches of anti-extremism education that learn from previously problematic anti-racist educational efforts with white young people. This enables the article to advocate for enhanced human rights-based approaches of citizenship education (admittedly, in themselves contested) with all young people as the most effective way of building individual and collective youth resilience against terrorist ideologies.

LanguageEnglish
Pages171-187
Number of pages17
JournalInternational Journal of Lifelong Education
Volume35
Issue number2
DOIs
Publication statusPublished - 3 Mar 2016

Fingerprint

terrorism
Muslim
radicalism
resilience
education
radicalization
child protection
educational institution
Ideologies
surveillance
exploitation
police
citizenship
human rights
minority
threat
Disease
evidence

Cite this

@article{394d2b608dfb46b0948e05985ad93b4a,
title = "Youth, terrorism and education: Britain’s Prevent programme",
abstract = "Since the 7/7 bombings of July 2005, Britain has experienced a domestic terror threat posed by a small minority of young Muslims. In response, Britain has initiated ‘Prevent’, a preventative counter-terrorism programme. Building on previous, general critiques of Prevent, this article outlines and critically discusses the ways in which Prevent has approached young Muslims and their educational institutions. The article argues that, rather than trust in broader and non-stigmatizing processes of anti-extremist education, the police-led Prevent has ‘engaged’ with and surveilled young Muslims. Within Prevent there is little evidence of educational processes that explicitly build youth resilience against extremism. Instead, Muslim youth are viewed as both a risk to society and at risk of catching the terrorist disease, with the contested model of ‘radicalisation’ and child protection concepts utilized to portray risks of exploitation by Islamist extremists that necessitate a deepening process of education-based surveillance. The article identifies non-stigmatizing alternatives to the approach of Prevent, approaches of anti-extremism education that learn from previously problematic anti-racist educational efforts with white young people. This enables the article to advocate for enhanced human rights-based approaches of citizenship education (admittedly, in themselves contested) with all young people as the most effective way of building individual and collective youth resilience against terrorist ideologies.",
keywords = "Education, extremism, Muslims, terrorism, youth",
author = "Paul Thomas",
year = "2016",
month = "3",
day = "3",
doi = "10.1080/02601370.2016.1164469",
language = "English",
volume = "35",
pages = "171--187",
journal = "International Journal of Lifelong Education",
issn = "0260-1370",
publisher = "Routledge",
number = "2",

}

Youth, terrorism and education : Britain’s Prevent programme. / Thomas, Paul.

In: International Journal of Lifelong Education, Vol. 35, No. 2, 03.03.2016, p. 171-187.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Youth, terrorism and education

T2 - International Journal of Lifelong Education

AU - Thomas, Paul

PY - 2016/3/3

Y1 - 2016/3/3

N2 - Since the 7/7 bombings of July 2005, Britain has experienced a domestic terror threat posed by a small minority of young Muslims. In response, Britain has initiated ‘Prevent’, a preventative counter-terrorism programme. Building on previous, general critiques of Prevent, this article outlines and critically discusses the ways in which Prevent has approached young Muslims and their educational institutions. The article argues that, rather than trust in broader and non-stigmatizing processes of anti-extremist education, the police-led Prevent has ‘engaged’ with and surveilled young Muslims. Within Prevent there is little evidence of educational processes that explicitly build youth resilience against extremism. Instead, Muslim youth are viewed as both a risk to society and at risk of catching the terrorist disease, with the contested model of ‘radicalisation’ and child protection concepts utilized to portray risks of exploitation by Islamist extremists that necessitate a deepening process of education-based surveillance. The article identifies non-stigmatizing alternatives to the approach of Prevent, approaches of anti-extremism education that learn from previously problematic anti-racist educational efforts with white young people. This enables the article to advocate for enhanced human rights-based approaches of citizenship education (admittedly, in themselves contested) with all young people as the most effective way of building individual and collective youth resilience against terrorist ideologies.

AB - Since the 7/7 bombings of July 2005, Britain has experienced a domestic terror threat posed by a small minority of young Muslims. In response, Britain has initiated ‘Prevent’, a preventative counter-terrorism programme. Building on previous, general critiques of Prevent, this article outlines and critically discusses the ways in which Prevent has approached young Muslims and their educational institutions. The article argues that, rather than trust in broader and non-stigmatizing processes of anti-extremist education, the police-led Prevent has ‘engaged’ with and surveilled young Muslims. Within Prevent there is little evidence of educational processes that explicitly build youth resilience against extremism. Instead, Muslim youth are viewed as both a risk to society and at risk of catching the terrorist disease, with the contested model of ‘radicalisation’ and child protection concepts utilized to portray risks of exploitation by Islamist extremists that necessitate a deepening process of education-based surveillance. The article identifies non-stigmatizing alternatives to the approach of Prevent, approaches of anti-extremism education that learn from previously problematic anti-racist educational efforts with white young people. This enables the article to advocate for enhanced human rights-based approaches of citizenship education (admittedly, in themselves contested) with all young people as the most effective way of building individual and collective youth resilience against terrorist ideologies.

KW - Education

KW - extremism

KW - Muslims

KW - terrorism

KW - youth

UR - http://www.scopus.com/inward/record.url?scp=84964514077&partnerID=8YFLogxK

U2 - 10.1080/02601370.2016.1164469

DO - 10.1080/02601370.2016.1164469

M3 - Article

VL - 35

SP - 171

EP - 187

JO - International Journal of Lifelong Education

JF - International Journal of Lifelong Education

SN - 0260-1370

IS - 2

ER -