British Values and challenging Radicalisation, Extremism ......Academy Transformation Trust –...

Academy Transformation Trust – British Values and Challenging, Radicalisation, Extremism and Terrorism Policy

British Values and challenging Radicalisation, Extremism and Terrorism

Policy Academy Transformation Trust Further Education (ATT FE)

This policy links to: Located

e.g. Intranet

Policy reviewed by Academy Transformation Trust on

Policy adopted by FE Board on 4th November 2015

REVIEW DATE:


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PURPOSE To support British Values and promote these with our learners and to challenge radicalisation, extremism and terrorism within our learning environment SCOPE All learners RESPONSIBILITY All Staff ETHOS AND PRACTICE When operating this policy ATT FE uses the following accepted Governmental definition of extremism which is: ‘Vocal 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; and/or calls for the death of members of our armed forces, whether in this country or overseas’. There is no place for extremist views of any kind in our learning environment, whether from internal sources - learners, staff or governors, or external sources – community external agencies or individuals. Our learners see us as a safe place where they can explore controversial issues safely and where our staff encourage and facilitate this – we have a duty to ensure this happens. As a learning provider we recognise that extremism and exposure to extremist materials and influences can lead to poor outcomes for learners and so should be addressed as a safeguarding concern as set out in this policy. We also recognise that if we fail to challenge extremist views we are failing to protect our learners. Extremists of all persuasions aim to develop destructive relationships between different communities by promoting division, fear and mistrust of others based on ignorance or prejudice and thereby limiting the life chances of young people and adult learners. Education is a powerful weapon against this; equipping young people and adult learners with the knowledge, skills and critical thing, to challenge and debate in an informed way. Therefore, we will provide learning resources and CPD for tutors so that our learners are enriched, understand and become tolerant of difference and diversity and also to ensure that they thrive, feel valued and not marginalised.


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Furthermore we are aware that young people and adult learners can be exposed to extremist influences or prejudiced views from an early age which emanate from a variety of sources and media, including via the internet, and at times learners may themselves reflect or display views that may be discriminatory, prejudiced or extremist, including derogatory language. Any prejudice, discrimination or extremist views, including derogatory language displayed by learners or staff will always be challenged and where appropriate dealt with in line with our Disciplinary Policy for learners and the Code of Behaviour for staff. As part of wider safeguarding responsibilities our staff will alert to:

Disclosures by learners of their exposure to the extremist actions, views or materials of others outside of college, such as in their homes or community groups especially where learners have not actively sought these out

Graffiti symbols, writing or art work promoting extremist messages or images

Learners accessing extremist material online, including through social networking sites

Parental reports of changes in behaviour, friendship or actions and requests for assistance

Partner colleges, local authority services, and police reports of issues affecting learners in other colleges or settings

Learners voicing opinions drawn from extremist ideologies and narratives

Use of extremist or ‘hate’ terms to exclude others or incite violence

Intolerance of difference, whether secular or religious or, in line with our equalities policy, views based on, but not exclusive to, gender, disability, homophobia, race, colour or culture

Attempts to impose extremist views or practises on others

Anti-Western or Anti-British views. Protecting our learners and radicalisation. Protecting our pupils from radicalisation and extremism should be seen as part of our wider safeguarding duties and is similar to protecting learners from other harms. The Trust believes that by promoting fundamental British values and enabling learners to challenge extremist views helps to build their resilience to radicalisation. There is no place in our FE learning environment for extremist views.


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Our campuses provide a safe place, this should include being a place where learners can learn and understand about the risks associated with terrorism and develop the knowledge and skills to be able to challenge extremist arguments. The Trust’s procedures draws on Dfe guidance ‘Keeping Children Safe in Education 2015’, HM government document ‘Prevent Strategy’ and the ‘Counter Terrorism and Security Act 2015’. The Counter Terrorism and Security Act 2015 contains a duty to have due regard to the need to prevent people from being drawn into terrorism. The PREVENT strategy part of the overall counter-terrorism strategy and has three specific strategic objectives:

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 radicalisation that we need to address.

The Trust agrees with the government that the PREVENT strategy should not become burdensome. Ofsted’s revised common inspection framework 2015 makes specific reference to the need to have safeguarding arrangements to promote learners’ welfare and prevent radicalisation and extremism. The statutory guidance (taken from the Counter Terrorism and Security Act 2015) makes it clear that leaders (including Governors) must:

establish or use mechanisms for understanding the risk of extremism

ensure staff understand the risk and build capabilities to deal with it

communicate and promote the importance of the duty

ensure staff implement the duty effectively. Other duties include:

a general understanding of the risks affecting learners in the area and a more specific understanding on how to identify individual students who may be at risk of radicalisation and what to do to support them. Staff should look for changes in learner’s behaviour and attitudes. They may display different signs or seek to hide their views


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being aware of the increased risk of online radicalisation and be up to date with the latest information (local police and LA will be able to provide contextualised information)

seek advice if necessary from the local police (101) or from CHANNEL.

ensuring there are clear procedures in place for protecting learners at risk of radicalisation. These should be set out in existing safeguarding policies.

all staff should complete the online general awareness training module on Channel. It includes support on how to identify factors that can make people vulnerable to radicalisation

not all authorities are PREVENT areas but Local Safeguarding boards should publish threshold guidance to indicate when a learner might be referred for support.

Channel (https://www.gov.uk.government/uploads/system/uploads/attachment_data/file/425189/Channel Duty Guidance April 2015.pdf) As part of the PREVENT strategy, Channel, which is a national project, has been put in place to safeguard individuals who may be vulnerable to recruitment by violent extremists. The programme uses a multi-agency approach to project vulnerable people by: a) identifying individuals at risk; b) assessing the nature and extent of that risk; and c) developing the most appropriate support plan for the individuals concerned. Assessing risk requires:

co-operation with key partners to identify and achieve a shared understanding of local risks

co-ordination through multi-agency forums

information sharing

continued engagement with local communities and community based organisations. Indicators of vulnerability to radicalisation

Identity Crisis – the learner is distanced from their cultural/religious heritage and experiences discomfort about their place in society

Personal Crisis – the learner may be experiencing family tensions; a sense of isolation; and low self-esteem; they may have dissociated from their existing friendship group and

https://www.gov.uk.government/uploads/system/uploads/attachment_data/file/425189/Channel%20Duty%20Guidance%20April%202015.pdf

https://www.gov.uk.government/uploads/system/uploads/attachment_data/file/425189/Channel%20Duty%20Guidance%20April%202015.pdf


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become involved with a new and different group of friends; they may be searching for answers to questions about identity and faith and belonging

Personal Circumstances - migration; local community tensions; and events affecting the learner’s country or region of origin may contribute to a sense of grievance that is triggered by personal experience of racism or discrimination or aspects of Government policy;

Unmet Aspirations – the learner may have perceptions of injustice; a feeling of failure; rejection of civic life;

Experiences of Criminality – which may include involvement with criminal groups, imprisonment, and poor reintegration;

Special Educational Need – learners may experience difficulties with social interaction, empathy with others, understanding the consequences of their actions and awareness of the motivations of others.

More critical risk factors could include

being in contact with extremist recruiters;

accessing violent extremist websites, especially those with a social networking element;

possessing or accessing violent extremist literature;

using extremist narratives and a global ideology to explain personal disadvantage;

justifying the use of violence to solve societal issues;

joining or seeking to join extremist organisations; and

significant changes to appearance and/or behaviour;

experiencing a high level of social isolation resulting in issues of identity crisis and/or personal crisis.

To make a referral to Channel or get advice the local authority’s safeguarding lead will be able to advise and guide you about making a referral. Channel assesses the nature and extent of the potential risk to an individual and, where necessary, provides an appropriate support package tailored to their needs. A helpline for teachers has been set up to answer questions and concerns about extremism. Teachers can call 0207 340 7264 or email [email protected].

mailto:[email protected]


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Next steps

Actions Complete Actions

Complete the self-assessment tool and identify actions.

Safeguarding lead to contact local authority and/or police to set the context of the local area.

Designated Safeguarding Lead to undertake PREVENT training. This person should be sufficiently well trained to be able to support other members of staff.

Access resources toolkit (www.preventforschools.org) the toolkit includes resources for primary, secondary and FE. https://www.pacey.org.uk/news-and-views/news/prevent-duty-law-from-1-july/ for early years advice.

Seek appropriate training (WRAP).

All staff to complete the online general awareness training module on Channel http//course.ncalt.com/Channel_General_Awareness/01/index.html

Plan opportunities in the curriculum to build resilience, critical thinking. Encourage pupils to challenge and debate; provide them with accurate and current information. Develop a safe culture to discuss and question.

Audit opportunities made available through social, moral, spiritual and cultural education.

Assess how well the academy keeps children and young people safe online.

Consider the academy environment – e.g. safeguarding board with clear information about the possible warning signs, do the academy promote fundamental British Values.

Check the vetting of external agencies and speakers is robust. Checking the suitability of the person and that the input does not oppose the Trust’s values and ethos.

https://www.pacey.org.uk/news-and-views/news/prevent-duty-law-from-1-july/

https://www.pacey.org.uk/news-and-views/news/prevent-duty-law-from-1-july/


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Flow chart when concerns are identified

Teacher/volunteer identifies potential concern

Concern is reported, considered and fully recorded.

Advice sought from local Authority responsible person

Concern remains

Immediate action required

Potential to travel

Several indicators

Not immediate Discuss with-

Education Prevent Lead

Police 101

Informal support from Channel team

ATT Call 999

Call Counter terrorism Hot line 0800789321

Inform ATT

Act on Advice Concern identified -

Multi-agency support required

No further action

Complete Channel referral form and

forward to Channel

Action needed- Agree plan with Designated safeguarding lead Responsible person from LA other

All concerns should be documented fully including conversations with learner, parents, family, friends and members of the community.

ATT must be kept fully informed.


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EBs 04/11/15 v1 Review Date:

Self-assessment tool and planning document

Rag rate

Comment

Actions

Review Date

Clear leadership and accountable structures are in place and visible throughout the organisation

There is an identified strategic PREVENT lead, (this is usually the safeguarding lead).

The strategic lead understands the expectations and key priorities to deliver PREVENT and that this is embedded within safeguarding procedures.

The PREVENT agenda and its objectives has been embedded within the appropriate safeguarding processes.

Visiting speakers have been vetted to ensure there is no opportunity to promote extremist views.

Places where there is a risk of radicalisation/ promotion of extremist propaganda have been identified (use local intelligence, local authority resources/Contracts – Counter Terrorism Local Profiles are one tool for understanding risks in an area).

Academy Transformation Trust – British Values and Challenging Radicalisation, Extremism and Terrorism Policy 11

Appropriate levels of filtering and policies are in place for safe internet access and use

Staff have been appropriately trained accordingly to their roles

A plan is in place to raise awareness of PREVENT (WRAP) training so that key staff and FE Board understand the risk of radicalisation and extremism and know how to recognise and refer children who may be vulnerable.

There is appropriate staff guidance and literature available to staff on a PREVENT agenda. Staff training is comprehensive to ensure staff are up to date with risks of social media.

An appropriate reporting and referral process is in place and referrals are being managed effectively

Safeguarding policies and procedures include comprehensive detail on preventing young people and adult learners from being exposed to radicalisation or extremism.

A single point of contact for any PREVENT concerns raised by staff has been identified. An appropriate internal PREVENT referral process has been developed.

Leads in partner agencies are known (PREVENT,


Local Authority, Police)

A broad and balanced curriculum helps protect learners against radicalisation and extremism and promotes resilience, debating skills and critical thinking

ATTFE has a range of initiatives and activities that promote the spiritual, moral, social and emotional needs of learners aimed at protecting them from radicalisation and extremism influences.

ATTFE delivers education that helps develop critical thinking skills around the power of influence, particularly on-line and through social media.

Staff are able to provide appropriate challenge to students, parents and governors if opinions are expressed that are contrary to fundamental British values and promotion of community cohesion.

Remember any actions should be transferred to the Safeguarding Action Plan

EBs 04/11/15 v1 Review Date:

Other Information:

A FREE specialist workshop called WRAP is available that is designed to give colleagues:

(www.preventforschools.org)

An understanding of the PREVENT strategy and their role within it.

The ability to use existing expertise and professional judgement to recognise the vulnerable

individuals who may need support.

Local safeguarding and referral mechanisms and people to contact for further help and advice.

The workshop takes 2 – 2.5 hours to deliver via DVD and a facilitator. It can be delivered in a team

setting or training to groups of 15-30 multi-agency partners, allowing delegates to network and

share expertise.

It is an introduction to PREVENT and covers issues such as crime, normal social processes that are

used to influence and manipulate, extreme right-wing and Al-Qaeda case studies, terrorist ideologies

and factors which may contribute to an individual's susceptibility to terrorist ideology.

Considering strengths of SMSC.

Prevent-strategy-review.pdf.

Channel Guidance

www.gov.uk/government/publications/channel-guidance

Social Media

There is increasingly widespread recognition that terrorist and extremist organisations are utilising

the Internet and Social Media for the radicalisation and grooming of young people and adults.

Further to this, the Department for Education and the Home Office have issued the joint enclosed

briefing note (see link below) for schools highlighting some of these aspects and actions learning

providers should take.

http://www.emcsrv.com/prolog/PG/Dfe/Schools_Guide-Social_Media_V16.pdf

Expectation in maintained schools and academies

In November 2014 the Dfe produced guidance for schools on actively promoting British values as

part of the requirement to provide for the spiritual, moral, social and cultural (SMSC) development

of their pupils.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/380595/SMSC_Gu

idance_Maintained_Schools.pdf

http://www.preventforschools.org/

http://www.gov.uk/government/publications/channel-guidance

https://www.gov.uk/government/uploeir

https://www.gov.uk/government/uploeir

https://www.gov.uk/government/uploads/system/uploads/attachement_data/file/380595/SMSC_Guidance_Maintained_Schools.pdf


The guidance says on page 5:

Schools should promote the fundamental British values of democracy, the rule of law, individual

liberty, and mutual respect and tolerance of those with different faiths and beliefs.

It says that, through their provision of SMSC, schools should:

Enable students to develop their self-knowledge, self-esteem and self-confidence

Enable students to distinguish right for wrong and to respect the civil and criminal law of

England

Encourage students to accept responsibility for their behaviour, show initiative, and to

understand how they can contribute positively to the lives of those living and working in the

locality of the school and to society more widely

Enable students to acquire a broad general knowledge of and respect for public institutions and

services in England

Further tolerance and harmony between different cultural traditions by enabling students to

acquire an appreciation of and respect for their own and other cultures

Encourage respect for other people

Encourage respect for democracy and support for participation in the democratic processes,

including respect for the basis on which the law is made and applied in England.

FREQUENTLY ASKED QUESTIONS – www.preventforschools.org

WHAT IS ‘EXTREMISM’?

Extremist organisations can develop and popularise ideas which create an environment conducive to

violent extremism and terrorism.

“In assessing the drivers of and pathways to radicalisation, the line between extremism and

terrorism is often blurred. Terrorist groups of all kinds very often draw upon ideologies which have

been developed, disseminated and popularised by extremist organisations that appear to be non-

violent (such as groups which neither use violence nor specifically and openly endorse its use by

others”). [PREVENT Strategy 5.34]

“Terrorist groups can take up and exploit ideas which have been developed and sometimes

popularised by extremist organisations which operate legally in this country. This has significant

implications for the scope of our PREVENT Strategy. Evidence also suggests that some (but by no

means all) of those who have been radicalised in the UK had previously participated in extremist

organisations” (PREVENT Strategy – opening summary to chapter 5)

http://www.preventforschools.org/


WHY IS IT IMPORTANT FOR SCHOOLS TO DISCUSS EXTREMISM

Education can be a powerful tool, equipping young people with the knowledge, skills and reflex to

think for themselves, to challenge and to debate; and giving young people the opportunity to learn

about different cultures and faiths and, to gain an understanding of the values we share. Exploring

ideas, developing a sense of identity and forming views are a normal part of growing up.

Schools can support young people in this: providing a safe environment for discussing controversial

issues and helping young people understand how they can influence and participate in decision-

making. We need to encourage young people to express their views but also to appreciate the

impact their views can have on others, to take responsibility for their actions and to understand that

the use of violence to further any cause is criminal. “We believe that schools of all kinds can play a

role in enabling young people to explore issues like terrorism and the wider use of violence in a

considered and informed way. According to a survey by the UK Youth Parliament in August 2008,

94% of young people said they thought schools were the best environment in which to discuss

terrorism. Schools can facilitate understanding of wider issues within the context of learning about

the values on which our society is founded and our system of democratic government. These are

important for reasons which go far beyond PREVENT but they connect to the PREVENT agenda”

(PREVENT Strategy).

We also need to recognise that, young people can be exposed to extremist influences or prejudiced

views, particularly those via the internet and other social media. “Schools can help to protect

children from extremist and violent views in the same ways that they help to safeguard children

from drugs, gang violence or alcohol. Schools’ work on PREVENT needs to be seen in this context.

The purpose must be to protect children from harm and to ensure that they are taught in a way that

is consistent with the law and our values. Awareness of PREVENT and the risks it is intended to

address are both vital. Staff can help to identify, and to refer to the relevant agencies, children

whose behaviour suggests that they are being drawn into terrorism and extremism” (PREVENT

Strategy)

Schools, working with other local partners, families and communities, can help support pupils who

may be vulnerable as part of their safeguarding responsibilities.

BENEFITS FOR SCHOOLS

The resources on this site are intended to help your school

It will help you to fulfil the duty on publicly funded schools to promote community cohesion.

The resources support the national curriculum.

There is advice and suggestions for school leaders on how to adopt a whole school approach.


Extremism affects individuals and communities and can be a catalyst for alienation and disaffection,

potentially leading to violence. There is a need to empower learners to come together, with their

families and the wider community, to expose extremism to critical scrutiny and reject violence and

intolerance in whatever forms they take and whether it be from animal right activists, ecological

protesters, Al-Qaida-influenced groups, Irish republican terrorists, racist and fascist organisations or

far-right extremist groups.

Publicly funded schools remain under a duty to promote community cohesion. Schools can give

learners the opportunity to learn about different cultures and faiths and to debate shared values, so

as to enable them to become involved in decision-making about important and real issues.

So the tasks facing schools and colleges are to:

raise awareness;

provide information;

enable learners to make a positive contribution; and

safeguard young people.

Values and leadership strategies underpin the ethos of the school to play a positive role model in

preventing extremism. These should be developed, understood and shared by leaders at all levels in

the school; governors, the senior leadership team and all staff and then made explicit to pupils,

parents and the community served by the school.

Possible school actions:

Creating explicit value statements that are inclusive of all students

Reviewing curriculum and pupil participation and safeguarding processes

Developing critical personal thinking skills and using curriculum opportunities including small

group work

Implementing social and emotional aspects of learning

Exploring and promoting diversity and shared values between and within communities

Challenging Islamophobia, anti-Semitism and other prejudices

Supporting those at risk of being isolated

Building ties with all local communities, seeking opportunities for linking with other schools

Using ‘Safe to learn’ anti-bullying strategies to minimise hate and prejudice based bullying

Using restorative approaches to repair harm caused.

The resources aim to build ties with all communities, seeking opportunities for linking with other

schools.


The resources promote a shared culture of openness and pluralism in the school and with the wider

community, regardless of the specific status, location or faith affiliation of the school.

Leadership and Management

Ofsted inspectors assess the leadership and management of the school as part of their inspection.

Possible school actions to demonstrate good leadership and management:

Working with Safer School Partnerships police officers and Local Authority ‘PREVENT’ staff to

deliver training to staff, parents and governors.

Facilitating a session of Act Now or Internet Safety with your local police, Local Authority

‘PREVENT’ staff and inviting teachers, parents and governors.

Promoting equal opportunity and tackling discrimination by using the ‘Where’s the line?’ and

‘Watch Over Me’ resources to challenge the ideology that underpins extremist belief.

Working with other agencies through safeguarding processes, such as CHANNEL, suitable for

young people who are thought to be vulnerable to radicalisation.

Developing positive relationships with the wider community by using one of the drama products,

‘Not in my name’ or ‘From one extreme to the other’ and inviting families, governors and

extended school networks.

Using the Manchester Metropolitan University lesson plans and teaching resources which help

pupils to learn to understand others, to value diversity and promote shared values.

Use the Safer School Partnerships police officers to link your school with other local partners and

the third sector through Partners and Communities Together (PACT) schemes.

Effective school leadership and management could include:

focusing on the leadership, values and ethos of the school;

focusing on learning, teaching and the curriculum;

focusing on learner support processes;

focusing on the management of risks and responding to events;

focusing on the relationship between the school and its community; and

focusing on the evaluation of the progress being made.

Learning, teaching and the curriculum

In approaching the issues outlined above through an entry point of learning, teaching and the

curriculum therefore requires some thought to be given to teacher style. A curriculum and

pedagogy for learners to support them in achieving the goals outlined above could include:

promoting knowledge, skills and understanding to build the resilience of learners;

exploring controversial issues;


recognising local needs;

challenging extremist narratives;

promoting universal rights;

promoting critical analysis; and

promoting pro-social values.

Many schools already do a number of things to contribute to these goals such as helping learners

develop knowledge of religion, history, geography, citizenship, being critically aware of the role of

different media and knowledge of current affairs. Schools can also help learners develop the skills to

critically evaluate controversial issues. They provide safe places for learners and they provide

opportunities for learners to meet people from backgrounds other than their own.

These materials can work with and alongside existing schools’ practices and other appropriate

programmes such as The PSHE Association be drawing on the relevant concepts, and content,

processes, and curriculum opportunities in, for example citizenship and PSHE. The cross-curricular

dimensions of the curriculum – media and technology, the global dimension and sustainable

development and identity and cultural diversity – can also be taken into account. These proposals

can also address relevant skills development including helping learners become independent

enquirers and effective participators.

Teaching controversial issues

Effectively tackling controversial issues can help learners challenge the perceptions and

misconceptions of their own and others. To do this classroom practices can include:

developing questioning techniques to open up safe debate;

building confidence to promote honesty about a plurality of views

ensuring freedom of expression and freedom from threat;

debating fundamental moral and human rights principles;

promoting open respectful dialogue; and

affirming multiple identities.

PSHE time to explore sensitive or controversial issues and equipping them with knowledge and skills

to understand and manage difficult situations, recognise and manage risks, safer choices and

recognise when pressure from others threatens their personal safety and well being.

PSHE and all other area of the curriculum to develop positive character traits, such as resilience,

determination, self-esteem, and confidence.

Citizenship helps to provide pupils with the knowledge, skills and understanding to prepare them to

play a full and active part in society. Can explore democracy, government and laws, and pupils are


taught about diverse national, regional, religious and ethnic identities in the UK and the need for

mutual respect and understanding.

DFE helpline intended to enable people to raise concerns about extremism – not to be used instead

of following normal safeguarding procedures, or in an emergency. ‘All specified

authorities…….. should demonstrate an awareness and understanding of the risk of radicalisation in

their area, institution or body.’

Phone - 02073407264

Email – [email protected]

Prevent duty guidance

www.gov.uk/government/publications/prevent-duty-guidance

Associated terminology

Al-Qaeda – An international organisation of loosely affiliated groups/cells that carry out attacks and

bombings in the attempt to disrupt the economies and influence of Western nations and advance

Islamic extremism.

British – People who are the inhabitants of Britain (e.g. citizens of England, Scotland, Wales,

Northern Ireland, the Isle of Man or one of the Channel Islands, collectively known as the United

Kingdom) or an inhabitant of a British overseas territory.

Channel – A key element of the PREVENT Strategy; Channel is about safeguarding children and

adults from being drawn into committing terrorist-related activity. It is about early intervention to

protect and divert people away from the risk they face before illegality occurs.

English Defence League (EDL) – The English Defence League is a far right, street protest movement,

which opposes what it considers to be a ‘spread of Islamism’, and Islamic extremism in the United

Kingdom.

Ethnicity – This is linked to distinctive shared social, linguistics, physical (e.g. skin colour) cultural and

geographical heritage and norms. Religious belonging may be part of these norms. Every person

has an ethnicity. To belong to an ethnic group, an individual must see themselves as a member and

be seen as others as being a member of the group.

Extremism – One who advocates or resorts to ideologies and measures beyond the norm, in politics

and religion often using violence and terror tactics to make their views known, or to gain power.

Ideology – A set of ideas and beliefs of a group, religious or political party.

Identity – An umbrella term used to describe an individual’s understanding of him or herself;

identity is influenced by many factors, gender, ethnicity, religion, nationality, culture, family, etc.

Islamaphobia – A hatred or fear of Muslims, their religion and sometimes related politics or culture.

Islamist – A western term used to describe an extreme Muslin usually politicised.

Jihad – Personal struggle in everyday life; striving to achieve a goal; also used to mean taking up

arms if necessary.

Media – The means of communication that reaches large numbers of people e.g. the television,

newspapers, and the internet.

mailto:[email protected]

http://www.gov.uk/government/publications/prevent-duty-guidance


Nationalism – a feeling that people have of being loyal to and proud of their country often with the

belief that it is better and more important than other countries.

Nationality – The status of belonging to a particular nation by origin, birth or naturalisation.

Propaganda – Ideas or statements that are often false or exaggerated and that are spread in order

to help a cause.

Racism – This term refers to the deeply rooted but groundless belief that certain groups are

inherently inferior to others. Racism is expressed through attitudes, behaviours and institutional

policies and procedures. It disadvantages certain groups in terms of housing, job opportunities and

education. Some white people experience racism (e.g. people from Irish, Jewish or Traveller

backgrounds).

Radical – A word that describes a person who favours extreme or fundamental change in existing

institutions or in political, social or economic conditions.

Resilience – The ability to recover quickly from change, or misfortune.

Right wing – A conservative or reactionary element in a political party or other organisation, often

associated with fascism, nationalism and racism.

Social media – Forms of electronic communication (websites, social networking and blogging)

through which users create online communities to share information, ideas, personal messages, and

other content e.g. videos.

Stereotypes – This involves making generalised assumptions about a person or group; applying

these assumptions; expecting people to conform to them.

Terrorism – The unlawful use or threatened use of force or violence by a person or an organised

group against people or property with the intention of intimidating individuals, coercing societies or

governments, often for ideological or political reasons.

Terrorist – One that engages in acts or an act of terrorism.

Xenophobia – An unreasonable fear or hatred of foreigners or strangers, or of that, which is

different, foreign or strange.

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