In 2014 the UK government launched an investigation into the "Trojan Horse" affair, an alleged plot to "Islamify" several state schools in Birmingham. In this book, John Holmwood, who was an expert witness in the professional misconduct cases brought against the teachers in the school, and Therese O'Toole, who researches the government's counter-extremism agenda, challenge the accepted narrative, arguing that a major injustice was inflicted on the teachers, and they go on to show how the affair was used to criticize multiculturalism and justify the expansion of a broad and intrusive counter-extremism agenda.

The Prevent strategy, launched in 2007 seeks to stop people becoming terrorists or supporting terrorism both in the UK and overseas. It is the preventative strand of the government's counter-terrorism strategy, CONTEST. Over the past few years Prevent has not been fully effective and it needs to change. This review evaluates work to date and sets out how Prevent will be implemented in the future. Specifically Prevent will aim to: respond to the ideological challenge of terrorism and the threat we face from those who promote it; prevent people from being drawn into terrorism and ensure that they are given appropriate advice and support; and work with sectors and institutions where there are risks of radicalization which need to be addressed

This open access book explores the enactment, impact and implications of the Prevent Duty across a range of educational contexts. In July 2015 the UK became the first country to place a specific legal requirement on those working in education to contribute to efforts to ‘prevent people from being drawn into terrorism’. Drawing on extensive research with staff, children and young people, the editors and contributors provide new insight into how this high-profile – and highly contentious – policy has shaped educational practice in Britain today. It will be a valuable resource for researchers, policymakers and others interested in the design, implementation and on-the-ground effects of Prevent or similar programmes internationally that place education at the heart of efforts to prevent or counter violent extremism.

This edited collection addresses a number of free speech vs security concerns that are engaged by counter-terrorism law and policy makers across a number of liberal democracies, and explores the delicate balance between free speech and the censoring of views that promote hatred or clash with fundamental democratic values. It does this by looking at the perspectives and level of disagreement between those who consider today’s counter-terrorism and extremism strategies to be a soft and liberal approach, and those who believe these strategies disproportionately impact freedom of expression and association and non-violent political dissent. The contributors include academics, practicing lawyers, and think-tank analysts who examine whether universities and schools incubators of violent radicalism and debate, and whether the views of ‘extremist’ speakers and hate preachers need to be censored. Outside the UK, critical discussion of the regulation of counter-terrorism, extremism, and free speech in other liberal democracies is also offered. This book will be of great interest to researchers and practitioners with interests in extremism, terrorism, civil rights, and freedom of speech.

The study of violent extremism has seen a great deal of academic and practitioner focus on the processes of radicalization, and strategies to counter and de-radicalize extremists. Comparatively, little has been written on the subject of Diversion – early, upstream interventions aimed at deflecting individuals from a pathway of radicalization. This volume addresses this gap in scholarship by analyzing the strategies being deployed worldwide, aimed at diverting or deflecting individuals, and communities, from the path of radicalization. Disengagement – which is often necessary when one has already progressed past the 'at-risk' stage – is also addressed, given that social workers, counselors and other practitioners do not necessarily find the distinction between the two a critical issue in practice. What matters is which upstream approaches work, and what shows promise, amongst individuals and communities. Case studies range across the Global North and South, presented by both academics and practitioners. Contributions address approaches that have proven useful, strategies which should be given deeper scrutiny before being employed – and what should be avoided.

Extremism is a huge concern across the world right now, fuelled by its links to terrorism and religious fundamentalism. This book explores the relationship of education to extremism and examines how education could counter its more dangerous forms. Formal education does little to prevent people joining extremist groups. Neither does it equip young people to analyze fundamentalism. We have seen attacks by suicide bombers who had their schooling in state systems, including in England. It is clear that more is needed than merely literacy. Global communications technologies mean that the way young people organize for either peace or terrorism lies mostly outside the school. But this does not mean that schools are without power. Lynn Davies proposes a very different educational strategy to the conventional tolerant multiculturalism that pertains in the west. The task--a challenging one--is to politicize young people without cementing uncritical acceptance of single truths. The chapters cover: the nature of extremism and myth-making; identity and belonging; religious belief and faith schools; justice and revenge; free speech; humor and satire; and critical thinking and critical (dis)respect In proposing an education which allows for alternatives and ambiguity, the book argues for the centrality of political education, media education and active citizenship education, as well as critical and comparative religious education, all firmly based on a universal value position around human rights. A strong civil society is one that is not afraid to critique but which has people with the skills and dispositions to engage in this without violence.

This unique collaboration between scholars, practitioners and Muslim artists profiles emerging forms of contemporary British Muslim art, prompting a debate about its purpose and its inclusion in UK society. It features analysis of Muslim art as a category, as well as reflective accounts of people working in theatre, popular music, the heritage sector and ancient and modern visual arts, often at the margins of the British arts industry. Dealing with sociological and theological themes as well as art history and practice, the volume provides a timely intervention on a neglected topic. The collection discusses diverse topics including how second- and third-generation British Muslims, as part of a broader generational shift, have reworked Sufi music and traditional calligraphy and fused them with new musical and artistic styles, from Grime to comic book art, alongside consideration of the experiences of Muslim artists who work in the theatre, museums and the performing arts sectors. It is a must-read for students and researchers of theology and religious studies, Islamic studies, fine art, cultural studies and ethnic and racial studies.

This book offers an innovative account of Prevent, Britain’s counter-radicalisation strategy, situating it as a novel form of power that has played a central role in the production and the policing of contemporary British identity. Drawing on interviews with those at the heart of Prevent’s development, the book provides readers with an in-depth history and conceptualisation of the policy. The book demonstrates that Prevent is an ambitious new way of thinking about violence that has led to the creation of a radical new role for the state: tackling vulnerability to radicalisation. Detailing the history of the policy, and the concepts and practices that have been developed within Prevent, this book critically engages with the assumptions on which they are based and the forms of power they mobilise.

The fifteen chapters in this volume of Sociology of Crime, Law, and Deviance discuss a number of issues researchers in the fields of sociology, criminology, and criminal justice theorize, conceptualize, and measure racialization and counter-radicalization.

This edited volume investigates how the role of leadership in education in various countries from around the world have been designed and implemented through educational policies and national cultures to meet the needs of new, displaced, and mobile groups of migrants and refugees.