Creating “Invited” Spaces for Counter-Radicalization and Counter-Extremism Education

Arshad-Ayaz, Adeela; Naseem, M. Ayaz

doi:10.1080/15595692.2016.1258695

Cited by 18 publications

(5 citation statements)

References 6 publications

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“…The aim has been to ‘upset the easy rhetoric of simplistic, reductionist and often counter-productive counter-terrorism policies’ (Heath-Kelly et al., 2014: 2; see also Parmar, 2011: 377). The view that existing, flawed counter-terrorism policies have often been counter-productive implies, much in line with participatory arguments in public policy and administration, that a less excluding and discriminatory approach, which would give equal recognition and respect to all citizens, would, apart from being ethically preferable, also be more productive (see also Arshad-Ayaz and Naseem, 2017).…”

Section: Previous Researchmentioning

confidence: 96%

An inclusive and participatory approach to counter-radicalization? Examining the role of Muslim associations in the Swedish policy process

Holdo

2020

Ethnicities

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Policies on preventing radicalization and recruitment to violent Islamist organizations have been widely criticized for reinforcing negative stereotypes of Muslims as a group. Sweden has stood out by international comparison by announcing an approach built on inclusion and participation, especially with regard to Muslim civil society. But what does it mean to make a policy process inclusive and participatory? How can values of inclusion and participation be combined with efficient implementation and realization of policy goals, especially in a policy area where discourse and practice have tended to reinforce patterns of exclusion and discrimination? This article develops a framework that puts the roles of participants at the center: what expectations, boundaries and capacities come with an invitation to participate? Based on interviews with actors involved in the Swedish policy process, including Muslim civil society leaders, the study suggests that participation, in this case, meant primarily being present, thereby confirming commitment and stakeholder status and contributing legitimacy, and providing instrumental knowledge and communication networks. While Muslim representatives were often not expected to be more involved, some indicated that they themselves hesitated to go beyond these roles for several reasons. They expressed a concern that merely having opinions or critique could be interpreted as ‘radical’ and as not accepting the idea that Muslims as a group should have special responsibilities for preventing radicalism. One way of overcoming such obstacles is through subtle, indirect exercises of influence that allow policy-makers and administrators to anticipate the concerns and interests of affected groups without requiring their direct participation.

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Section: Previous Researchmentioning

confidence: 96%

An inclusive and participatory approach to counter-radicalization? Examining the role of Muslim associations in the Swedish policy process

Holdo

2020

Ethnicities

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“…Zembylas (2020) explains that securitisation theory does not examine whether something constitutes a threat or not but rather how some issues are constructed as security issues. From this perspective, securitising higher education creates a surveillance regime that seeks to monitor and police the behaviour of 'problem' individuals such as Muslim students who are inclined to be drawn to radicalisation (Arshad-Ayaz and Naseem, 2017).…”

Section: Freedom Of Expression and Activismmentioning

confidence: 99%

“…Relatedly, the fact that Prevent legislation has made it a statutory duty for schools and universities to prevent terrorism means that staff have become agents of the state and thus utilised as tools for 'surveillance' within universities (Arshad-Ayaz and Naseem, 2017). Drawing on qualitative interviews with 20 university lecturers, Spiller et al (2018) examined academics' views on the Prevent Duty, and how this role impacts on their university responsibilities.…”

Section: Freedom Of Expression and Activismmentioning

confidence: 99%

Listening to Muslim Students’ Voices on the Prevent Duty in British Universities: A Qualitative Study

Zempi

Tripli

2022

Education, Citizenship and Social

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The Prevent Duty requires universities in the United Kingdom to identify and report students who might be seen as ‘vulnerable’ to radicalisation. Since its introduction in 2015, the duty has been subject to increasing empirical research in the education sector. However, there has been limited research that specifically explores Muslim students’ perceptions of Prevent in British universities. This paper directly addresses this gap in research by drawing upon the qualitative experiences of 25 university students who self-identified as ‘British Muslims’. Individual, semi-structured interviews were transcribed and analysed using Thematic Analysis. The findings demonstrate the securitisation of higher education and ‘policing’ of Muslim students. The paper draws on Pantazis and Pemberton’s use of the ‘new suspect community’ thesis in order to examine participants’ views and experiences. When analysing the data, three particular themes are especially prominent: as a tool of ‘surveillance’, Prevent hampers freedom of speech, threatens student activism and forces Muslim students to hide their Muslim identity to avoid being labelled as ‘radical’ or ‘vulnerable’ to terrorism. It will be concluded that the ‘surveillance’ function of Prevent is problematic on the grounds that it renders universities ‘modern-day panopticons’.

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“…For instance, the Prevent programme across the EU is argued to establish and perpetuate securitised discourses that pathologise certain individuals (often Muslims) as 'vulnerable' and 'problem' subjects who are inclined to be drawn to radicalism and extremism (Zembylas 2020). Securitising educational programmes, therefore, end up creating a surveillance regime that seeks to co-opt educators, administrators, and students as agents of the state against 'problem' individuals (Zembylas 2020;Arshad-Ayaz and Naseem 2017). The increasing securitisation of education has led to a growing engagement of security and intelligence agency engagement with schools and universities and, thus, the research on the actualities of this engagement has witnessed a rapid expansion.…”

Section: Securitisation Of Education/higher Educationmentioning

confidence: 99%

Violence, Terrorism, and Identity Politics in Afghanistan: The Securitisation of Higher Education

Kaunert

Sahar

2021

Social Sciences

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This article investigates the securitisation of the higher education sector in Afghanistan by examining ‘hidden’ non-discursive practices as opposed to overt discursive threat construction. Non-discursive practices are framed by the habitus inherited from different social fields, whereas in Afghanistan, securitising actors converge from different habitus (e.g., institutions, professions, backgrounds) to bar the ‘other’ ethnic or social groups from resources and spaces which could empower these groups to become a pertinent threat, a fear, and a danger to the monopoly of the state elites over the state power and resources. The most prominent securitisation practices emerging from the data include mainly (1) the obstruction of the formation of critical ideas and politics; (2) the obstruction of economic opportunities; and (3) the obstruction of social justice. This article deploys a case study methodology and uses the Kabul University as its subject of investigation.

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Creating “Invited” Spaces for Counter-Radicalization and Counter-Extremism Education

Cited by 18 publications

References 6 publications

An inclusive and participatory approach to counter-radicalization? Examining the role of Muslim associations in the Swedish policy process

An inclusive and participatory approach to counter-radicalization? Examining the role of Muslim associations in the Swedish policy process

Listening to Muslim Students’ Voices on the Prevent Duty in British Universities: A Qualitative Study

Violence, Terrorism, and Identity Politics in Afghanistan: The Securitisation of Higher Education

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