of staff to have an understanding of the factors that make people support terrorist ideologies or engage in terroristrelated activity Imran Awan Deputy Director Centre for Applied Criminology ID: 674803
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Slide1
“
We
would expect
appropriate members
of
staff
to have an understanding of the
factors
that make people support
terrorist ideologies
or
engage in terrorist-related activity
.
” Slide2Slide3
Imran Awan
Deputy Director (Centre for Applied Criminology)
Books:
Extremism, Counter-Terrorism and Policing
(
Ashgate
2013)
Policing
Cyber Threats and Cyber
Terrorism
(
Ashgate
2012)Slide4
‘Prevent’: Implications for Humanities and Social ScienceSlide5
“Prevent
has become a toxic brand and most Muslims are suspicious of what Prevent is doing
.”Slide6
The Prevent
Strategy
To tackle
the ideological causes and challenges of
terrorism.
To
prevent people from being drawn into terrorist-related
activities.
To promote
partnerships between institutions working together to tackle the causes of extremism.Slide7
The Prevent
Strategy
‘
Extremism’
V
ocal
or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas. Slide8
The Evidence
Shared values and opposing violent extremism.
Problem – not community led.
Lacking consultation.
Constructing a
‘suspect
community.’Slide9
The Evidence
Counter Terrorism and Security Act
2015.
‘Battle of ideas’.
What are British values?
Statutory legal duty on the public sector.
Universities and the wider public education sector.
PROBLEMS –
TRUSTSlide10
The Strategy
“Changes in behaviour and outlook may be visible to university staff.” Slide11
The Strategy
“Must have the necessary staff training, IT policies and student welfare programmes to recognise these signs and respond appropriately”.Slide12
The Strategy
“Due
regard to the need to prevent people from being drawn into terrorism”.Slide13
The Strategy
“Staff
should have sufficient training to be able to recognise vulnerability to being drawn into terrorism, and be aware of what action to take to take in response.”
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/445916/Prevent_Duty_Guidance_For_Higher_Education__England__Wales_.pdf
Slide14
The Strategy
Universities
will be expected
to:
C
arry
out a risk
assessment.
A
ssesses
where and how their students might be at risk of being drawn into terrorism.
No just
violent extremism but also non-violent
extremism
.Slide15
The Strategy
Institution’s
that
identify
a risk should develop a Prevent action
plan.
A
ctions that will mitigate this risk.
Willing to undertake Prevent awareness training.
Training to help prevent people from being drawn into terrorism.Slide16
The Strategy: In Action
Safeguarding Approach.
‘Troubling Behaviour.’
Awareness of vulnerabilities.
Normal behaviour vs Troubling behaviour.
Lonely.
Isolated.
Change of viewpoints.Slide17
The Strategy: In Action
You have contact with students.
Behaviour change.
Attendance drops.
Speak to the student – WHY?
Could be a bereavement.
Not about looking for behaviour. Slide18
The Strategy: In ActionSlide19
The Strategy: In Action
Some people possess different types of behaviour.
Andrew Ibrahim.
Personality change.
Leaflets.
Nothing necessarily WRONG.
Language used.
Spoke to tutors and no one picked this up.Slide20
The Strategy: In Action
NOTICE
CHECK
SHARESlide21
The Strategy: In Action
NOTICE – (Issue/Something is WRONG).
CHECK – (Personal Tutor is concerned/Fb comment).
SHARE – (Refer to safeguarding officer).Slide22
The Strategy: In Action
Channel Panel (LA/Police/Prison service
etc
).
Individual follows this.
MUST give CONSENT.Slide23
The Strategy: In Action
Key Questions:
How small is the risk?
Are staff trained?
DUE DILIGENCE.
Resources, Needs and Support.Slide24
CASESSlide25
The Strategy: In Action
Parents splitting up.
Makes them vulnerable and angry.
Family breakdown.
External Factors.
TV.
Gaming.
Social Media.Slide26
Rethinking Radicalisation
PUSH FACTORS
Anger.
Frustration.
Perceived injustice.
Exclusion.
Dissatisfaction.Slide27
Rethinking Radicalisation
PULL FACTORS
Identity.
Belonging.
Recruitment agents.
Unity.
Brotherhood.Slide28
EXAMPLE
RISK
POSTING EXTREMIST MATERIAL ONLINE
Supporting comments
University internal policy on social media
Moderation.
Workshops
Rating – RISK LEVEL 1-5.Slide29
External Speakers
Free Speech debate.
Within the Law.
Should they be challenged.
What topics will they cover.
What has been put in place.
What are they speaking about?
A full transcript as evidence. Slide30
PROBLEMSSlide31
External Speakers
Because
after researching both her [
Namazie
] and her organisation, a number of flags have been
raised.
We have a duty of care to conduct a risk assessment
for
each speaker who wishes to come to
campus. Slide32
PROBLEMSSlide33
Rethinking Radicalisation
No single pathway.
Non-linear process.
Behavioural
and environmental
factors.
S
ocio-economic
and cultural factors do play a
role
.Slide34
In Practice
The s
trategy
is limited to providing communities with measures to help ‘work together to challenge
extremism’.
BUT does
not expand on the methods required to help
communities
do so.
http://
www.bbc.co.uk/programmes/p02r8z20Slide35
Can Ministers define extremism?Slide36
PREVENT
It is realistic to accept that some problems have arisen, notably from the feeling of some parts of the community that they have been victims of state ‘snooping’. Also, there has been some controversy about the extent to which the public sector should engage with possible
extremists
.Slide37
Children
“If a child draws a picture of bombs on there notebooks, that’s potentially a cause for concern.”
290 children reported in this manner.
Identify and go through Channel.
CASE – Child presentation.
Jamil Scott.
State surveillance becomes abstract.Slide38
Reengaging Communities
Young people must be empowered to engage politically in society.
Safe spaces – online and offline.
Speak openly about there identity and belonging.
The impact of racism, victimisation and Islamophobia.
Policing and Prevent.
Reinforcing messages through the Fire Service.
Rule of Law, Democracy and Liberty.Slide39
The Way Forward
Create an open and safe virtual environment.
Positive
connotations and role models required.
Equipping young people with skills.
Empowering local communities.
Promoting free speech and creating a safe space for dialogue.
Develop interventions that seek to change behaviour.Slide40
Reengaging Communities
This is a
PROBLEM
for all COMMUNITIES.
Includes far-right violence.
Public sector workers are NOT counter-terrorism officers.
PREVENT should be independent.
The interpretation of Islam should be a matter for MUSLIMS.Slide41
Reengaging Communities
Young people must be empowered to engage politically in society.
Safe spaces – online and offline.
Speak openly about there identity and belonging.
The impact of racism, victimisation and Islamophobia.
Policing and Prevent.
Reinforcing messages through the Fire Service.
Rule of Law, Democracy and Liberty.Slide42
PROMOTE
Have a
shared language.
A
deep-rooted sense of our history; both the good and bad chapters.
Support and
create the spaces, places and opportunities for people to come
together.
British
values are inclusive, not
exclusive.
W
e
live by the British values we define. Slide43
Building Resilience
Challenge
extremist
beliefs
.
D
isrupt
those who promote violent
extremism.
S
upport
individuals who are vulnerable to recruitment by violent
extremists.
I
ncrease
resilience of communities to engage with and resist violent
extremists.
E
ffectively
deal with
grievances.