This book draws on primary research to present a critical overview of debates about UK university campuses as a location for radicalisation and the impact of counter-radicalisation policies. It provides a historical overview and a contemporary assessment of radicalisation in Universities and covers teaching, student and governance aspects of HE.
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 book charts contemporary developments in counter-extremism within the UK education sector. Set against the background of the controversial Prevent strategy the book focuses on the expansion of counter‐extremism into education and draws on key legislation such as the Counter Terrorism and Security Act (2015) that imposed a statutory counter-extremism duty on public sector workers in the UK. The authors provide a wide-ranging critique that draws on theories of surveillance and power, an international review of counter‐extremism educational initiatives and a series of interviews with UK lecturers. Terrorism in the Classroom highlights the problems that occur when counter-extremism becomes an objective of education and a part of the curriculum, as well as the anxiety that is felt by educators who have been deputised into the role of counter-extremism practitioners. It will be of interest to students and scholars across a range of disciplines, including Criminology, International Relations, Politics and Education.
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
Within the general framework of the European TRIVALENT project, the comparative analysis presented here focuses, alongside policy measures taken at EU level, on counter-terrorism and counter-radicalisation policies implemented by five European countries; namely, Belgium, France, Italy, Spain and the United Kingdom. These case studies with their peculiarities and differences offer insights into the role of long-term and structural factors in defining counter-terrorism and counter-radicalisation policies, and highlight the influence that specific occurrences can have. The volume analyses different types of public policies, including repressive, preventive, legal and administrative measures, together with the role of civil society in preventing and mitigating radicalisation processes. The book offers an updated and critical assessment of the main anti-terrorism and anti-radicalisation policies of the five aforementioned countries, and their strengths and weaknesses, identifying possible evolutionary lines and proposing a series of recommendations.
This book offers the first sustained investigation into non-elite understandings of radicalisation and counter-radicalisation policy. Drawing on original focus group research with students from universities across England and Wales, the book explores how ‘ordinary’ citizens understand radicalisation, how they make sense of counter-radicalisation initiatives like the UK Prevent Strategy, and how they evaluate its functioning and effects across society. Radicalisation, counter-radicalisation and Prevent demonstrates that these non-elite insights often contradict and diverge from traditional (elite) security knowledge and thus shed new light on wider questions around the politics of security. This has vitally important implications not only for counter-radicalisation and counter-terrorism policy but for the very study and practice of security.
This book draws on primary research to present a critical overview of debates about UK university campuses as a location for radicalisation and the impact of counter-radicalisation policies. It provides a historical overview and a contemporary assessment of radicalisation in Universities and covers teaching, student and governance aspects of HE.
'Contemporary Terrorism Studies' is a comprehensive and accessible introduction to terrorism studies, examining key issues and debates, and featuring dedicated sections on terrorism and counter-terrorism. - When do individuals radicalise? - Can terrorism be rational? - How can we define terrorism? - What is the role of women in terrorism? - Can states be terrorist? World leading experts answer these questions in Contemporary Terrorism Studies, the first textbook to provide a multi-disciplinary, methodologically plural, and richly diverse introduction to terrorism studies. Contemporary Terrorism Studies covers the main approaches in terrorism studies, and is structured into three comprehensive sections. The first on 'The State of Terrorism Studies' maps the development and historical context of the discipline, and looks to the future of terrorism studies. Part two on 'Issues and Debates in Terrorism Studies' examines key contentious questions and debates such as the role of women, technology, and the media in terrorism. The final part, part three on 'Countering Terrorism' focuses specifically on counterterrorism: it's instruments, foreign policy, legal frameworks, and organisations. Overall, text will engage students, and establish a confident understanding of the subject. The textbook has been developed with pedagogical features to help enhance student learning. Each chapter contains case studies to highlight real world examples of political violence, questions for reflection to encourage critical thinking, and suggestions for further reading which provide useful sources for further reading, essays, and exam preparation. Furthermore, a consistent, accessible tone, and jargon-free writing style makes Contemporary Terrorism Studies the clearest guide to understanding terrorism. Digital formats and resources Contemporary Terrorism Studies is available for students and institutions to purchase in a variety of formats, and is supported by online resources. - The e-book offers a mobile experience and convenient access along with hyperlinks to question pointers, and a library of web links, helping you to broaden your knowledge and understanding terrorism studies: www.oxfordtextbooks.co.uk/ebooks - Student resources: additional case studies, guidance on accessing databases, pointers for tackling the questions for reflection, and suggested web links organised by chapter are available online. - Lecturer resources: customisable PowerPoint slides to adapt and use in teaching
In this important book, Linder advances a power-conscious lens to challenge student activists, administrators, educators, and policy makers to develop more nuanced approaches to sexual violence awareness, response, and prevention on college campuses.
Youth, Education, and Islamic Radicalism offers groundbreaking analysis of religious intolerance and radicalization among high school and university students in modern-day Indonesia. Indonesia is one of the most diverse countries in the world in terms of religion, ethnicity, and socioeconomic status, but also in the complexity of its education system. Youth, Education, and Islamic Radicalism examines the roots of religious intolerance among young Indonesians and explores the various ways in which educated youth navigate radical ideologies amid growing religious conservatism. The book presents nuanced explanations as to why one person becomes radicalized while another does not, calling into question the common assumption that religious radicalism is directly connected to terrorism. It problematizes the notion that the university is a significant hub, trigger, or birthplace of radicalization by asking: What makes education attractive for extremist recruitment? What shapes students’ views? Under what circumstances do radicalization and deradicalization processes of educated youth take place? Youth, Education, and Islamic Radicalism identifies a constellation of factors that shape young people’s views of religious diversity in Indonesia, demonstrating the ways in which they become radicalized in the first place, and how, in some cases, they deradicalize themselves.
