Universities turned into ‘major arena’ for counter-extremism, warns academic

A conference has challenged the UK government’s notion of “extremism” and the negative educational consequences that academics believe flow from it

May 14, 2015

Education, Extremism and Criticality was organised by the Centre for Research and Evaluation in Muslim Education (CREME) at the UCL Institute of Education in partnership with the British Education Research Association and Middlesex University.

It was held just days ahead of the new Conservative government pledging further legislation to tackle extremist ideologies that it believes are undermining “British values”.

Opening the event, Farid Panjwani, director of CREME, argued that “extremism is not simply a pedagogical problem”, to be met by “new teaching techniques or curricular revisions”, but something which required a deep commitment to “criticality”.

Instead of promoting something known as “moderate Islam”, we needed “a critical engagement with a wide range of interpretations, helping students recognise that the Will of God, even for those who believe in it, is only available through the prism of human agency, interpretation and reception”.

In his keynote address, Humayun Ansari, professor of history of Islam and culture at Royal Holloway, University of London, deplored the way that schools and universities have been “turned into major arenas wherein counter-extremism strategies could be deployed”.

Despite a stress on “the inculcation of British values”, said to include freedom of speech, “government pressure on educational institutions to censor academic freedoms has increased”.

The recently cancelled University of Southampton conference on International Law and the State of Israel was just one striking example of where this climate could lead.

The British state’s concerns about “‘extremism’ within educational environments and the consequent need to address it”, continued Professor Ansari, were “very much predicated on how it understands ‘extremism’”.

Rather than shutting down discussion, educational institutions should be places where “all ideals and values [could] be challenged unequivocally…there should be little reason to object to debating the contentious idea of ‘extremism’ in a free and uninhibited fashion”.

Other speakers explored “the virtues and vices of tolerance”, the need to develop a philosophy of “Islamic critical realism”, the “Boko-Haramization” of street children in Nigeria – and how to dissuade young people from taking up the cause of Islamic State as an expression of their “complete rejection of the norms and values of neoliberal education”.

matthew.reisz@tesglobal.com

You've reached your article limit

Register to continue

Registration is free and only takes a moment. Once registered you can read a total of 6 articles each month, plus:

  • Sign up for the editor's highlights
  • Receive World University Rankings news first
  • Get job alerts, shortlist jobs and save job searches
  • Participate in reader discussions and post comments
Register

Reader's comments (1)

With certain universities engaging in quiet arrangements with extremists, it's not surprising that the government would want to see things change. http://www.sirpeterscott.com/zafarali.html

Have your say

Log in or register to post comments

Featured Jobs

Head of Visual Arts UNIVERSITY OF HERTFORDSHIRE
Research Officer - Big Data for Better Outcomes LONDON SCHOOL OF ECONOMICS & POLITICAL SCIENCE LSE
Lecturer in Oral Microbiology UNIVERSITY OF BRISTOL

Most Commented

question marks PhD study

Selecting the right doctorate is crucial for success. Robert MacIntosh and Kevin O'Gorman share top 10 tips on how to pick a PhD

India, UK, flag

Sir Keith Burnett reflects on what he learned about international students while in India with the UK prime minister

Pencil lying on open diary

Requesting a log of daily activity means that trust between the institution and the scholar has broken down, says Toby Miller

Application for graduate job
Universities producing the most employable graduates have been ranked by companies around the world in the Global University Employability Ranking 2016
Construction workers erecting barriers

Directly linking non-EU recruitment to award levels in teaching assessment has also been under consideration, sources suggest