How are you creating resilience to extremism and radicalisation?

In part, leaders help to create resilience to extremism and radicalisation by providing safe spaces for staff and students to discuss topical, and at times sensitive and contentious issues. Ofsted has made clear their expectations that good and outstanding colleges will actively look for opportunities to have these controversial discussions. How does your practice shape up?

The November 2015 events in Paris triggered a rise in casual racism, Islamophobia and hate-crime in France and other countries including Britain and the United States. Leaders in British schools and colleges are reporting a similar pattern. Staff in a number of colleges are pointing out that their Muslim students want to be accepted and valued as good, peace-loving British citizens but the way their community is portrayed makes them feel less British and erodes their sense of belonging. Against this backdrop, colleges are expected to protect learners from extremism and radicalisation as part of their response to the Prevent Duty.

In part, leaders help to create resilience to extremism and radicalisation by providing safe spaces for staff and students to discuss topical, and at times sensitive and controversial issues. Only by actively exploiting opportunities for these discussions will we have occasions to help break down the ‘them’ and ‘us’ mentalities that so often fuel fear, mistrust, prejudice and ultimately ‘obias’ and ‘isms’; Islamophobia, faith-based extremism, far right extremism, racism and xenophobia, for example. These discussions also help provide a counter narrative to distorted or negative media reporting.

Ofsted expect good and outstanding colleges to actively look for opportunities to have controversial discussions; in group tutorials, classroom practice and workplace learning, for example. They also expect leaders to help create resilience to extremism and radicalisation by:

• ensuring teaching promotes and exemplifies fundamental British values
• making certain that all forms of equality and diversity are promoted exceptionally well
• fostering a greater understanding of, and respect for, people of faith, different race, gender, age, disability and sexual orientations (and other groups with protected characteristics)
• protecting all staff and learners from all forms of prejudice, bullying and harassment
• ensuring that high quality training develops staff’s vigilance, confidence and competency to challenge learner views and encourage debate
• creating and maintaining a strong, well-understood ethos and culture of respect and belonging
• valuing every individual and encouraging them to believe they can succeed

Colleges are also expected to actively promote fundamental British values as part of their response to the Prevent Duty. However, there is a risk that unless handled sensitively, promoting fundamental British values (FBV) will damage relationships and fracture community cohesion within the college and with the local communities it serves. There is a genuine risk that promoting FBV causes the very thing that the government is keen to avoid – more, not less young Muslims feeling marginalised, alienated and at greater risk of radicalisation. It runs the risk of perpetuating the ‘them’ and ‘us’ mentalities mentioned above.

And yet, while many might feel uncomfortable with the term ‘fundamental British values’, the values themselves – democracy, rule of law, individual liberty and mutual respect and tolerance – are sound. Handled well, promoting fundamental British values provides an opportunity to increase the resilience of students to challenge racism, Islamophobia, extremist ideology, far-right extremism and other ‘isms’ and ‘obias’. Colleges have an opportunity to counteract distorted, negative and stereotypical media reporting, challenge ‘them’ and ‘us’ mentalities and genuinely prepare learners to live and work in Britain and the world as responsible citizens in society.

In February 2016, I am facilitating a national one-day workshop on promoting fundamental British values on behalf of the AoC in Birmingham. You can find out more on the events page of my website here. I very much hope to see you there.

Recently updated with the very latest findings, I am also delivering a number of highly successful training events, for example 90 minute inspirational and thought-proving briefings, half-day workshops or intensive one day events. If you are interested in training or support to promote fundamental British values in your organisation, please don’t hesitate to get in touch.

To get a flavour of the training I am delivering, take a look at my updated website publicity for:

• Promoting British values, an intensive event for senior leaders, managers and staff 
  (you can download this publicity here)
• Promoting Equality, Diversity and British values in classroom practice
  (you can download this publicity here)
• Promoting Equality, Diversity and British values in workplace learning
  (you can download this publicity here)
• Promoting Equality, Diversity and British values – a training workshop for Business support staff
  (you can download this publicity here)

Education providers alone cannot solve the global problems of terrorism, far-right extremism, anti-Semitism and Islamophobia, to name but a few. But they have an important role to play in leading the way in safeguarding young people so they become more resilient to being drawn into hate-filled extremist ideologies, of whatever origin.