Highlights
– “Toolkit” outlines behavioral signs that may be linked to outside extremist influences
– Open debate addressing controversial issues is encouraged for teachers and pupils to challenge misinformed views and perceptions
– Implemented strategy likely to help stem the chances of extremist ideologies flourishing in the educational community
– Teachers must be tasteful and tactful when discussing controversial topics
The British government has unveiled a 47-page set of guidelines to help identify and counter signs that pupils are adopting fanatical and hateful viewpoints. The “toolkit” highlights various issues and behaviors that teachers should look out for, as well as methods of addressing controversial issues and challenging misinformed views. According to Schools Secretary, Ed Balls, the ultimate goal of the toolkit is to “empower our young people to come together to expose violent extremists and reject cruelty and violence in whatever form it takes” (Source). While the guidelines are mostly in response to the threat of al-Qaeda influenced recruiters seeking to use school premises to further their causes, the toolkit also seeks to combat intolerance towards gays and lesbians, far-right racist ideology, and violence from animal rights extremists.
Terrorism continues to be the most significant security threat to authorities in Britain as the country is a fertile recruiting ground for radical Islamists constructing their jihadist campaigns. For example, the number of terror suspects being monitored in Britain rose from 500 in 2003 to 2,000 in 2007 (Source).
While anti-terror security measures will remain a central focus to protect the public against looming terror plots, the toolkit provides a unique front that will equip schools with the tools to uproot intolerant ideologies in the educational environment in the long-term.
Toolkit Contents
The toolkit identifies several scenarios or possible behavioral signs where potential extremist views may arise.
• Schools will be asked to name one contact on its staff to which students can report any concerns of radical grooming on campus grounds.
• Teachers should look out for writing, artwork or graffiti symbols that depict extremist messages or images. In most cases, the school can handle these issues, but outside agencies such as the police may be informed.
• Teachers are urged to emphasize British values of tolerance, the respect of the rule of law, promote a global cultural identity, and allow grievances to be expressed and discussed but demonstrate the usefulness of conflict resolution.
• Teachers are asked to encourage open debates in school discussing potentially controversial topics. The guidelines reference a debate held in a British school where young people (14-15 year olds) discussed the question, “Is one man’s freedom fighter another man’s terrorist?” The government sees these open debates as opportunities to challenge myths and to discuss issues related to violent extremism.
• Theatre and drama productions are urged that can touch on sensitive issues and prompt debate.
• Schools are urged to prevent staff and pupils from accessing illegal or inappropriate material through school Internet browsers.
While Rare, Signs of Extremist Influences Raise Concerns
The plan has already received harsh criticism from professors in the education community, claiming that targeting children is an immoral practice. Nevertheless, while the government acknowledges it is rare for school age children to become involved in extremist activity to the point of committing criminal acts, exposure to such views at a young age is troublesome for authorities. The toolkit cites recent examples in Britain that have raised concerns.
• Pupils have brought in and distributed far-right literature encouraging violence against a local ethnic community.
• At a playground of a primary school, a student talks about the “duty of all true Muslims to prepare for jihad war as we grow up” and discusses the “7/7 martyrs with admiration”.
• A number of students confessed that they have been involved in physical attacks on children outside of school hoping to send them back to their home countries.
It remains to be seen whether the program will be successful in its wide-ranging mission of tackling all forms of extremism. Implementing the framework to counter such strategies from taking root will likely help stem the chances of such extremist ideologies from flourishing in the educational community. However, as the plan encourages open discussion and debate on controversial issues, it will be equally important for teachers to be tasteful and proficient on challenging such issues as violent religious views or anti-immigrant ideologies.
