Vulnerable?

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What makes a young person vulnerable to extremism?
What has emerged from research is that there is no one factor that makes a young person vulnerable to becoming involved in extremism or adopting an extremist ideology, it is rather a combination of different influences and experiences. The list below is drawn from a number of different sources and is by no means comprehensive.
 

  • To provide answers to questions of identity, faith and belonging
  • For adventure and excitement
  • To enhance self esteem or promote ‘street cred’
  • As a result of identifying with a charismatic individual or becoming involved in a group which offers identity, a social network and support
  • As a result of social isolation, poverty and lack of opportunity
  • Un- or underemployment
  • Fuelled by a sense of grievance (e.g. against foreign policy, or after experiences of racism and discrimination)
  • Fulfils the need for mental/intellectual rigour
  • Rite of passage, fighting for a cause, rebellion
  • The ‘attractive’ nature of the imagery of the freedom fighter or the ‘cult’ of the martyr
  • As a result of personal crisis, especially where this involves significant tensions in a family which produces a sense of isolation from the traditional certainties of family life
  • The need for protection
  • As a family or father substitute

Many of these factors are shared between those who have become involved in Al Qaida-associated violent extremism, and those associated with racist or far right groups. More information can be found in the Learning together to be safe toolkit – details of how to access this is included in the Further Resources section of this resource site.

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What is extremism?

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When reflecting on the issue of violent extremism, there exists a confusing array of terms – extremism, radicalisation, terrorist, fundamentalism.  The “war on terror” has become an established part of our politician’s rhetoric and our tabloid newspapers confuse matters further by freely applying such labels to anyone from the irate protestor to the religious adherent, right through to the roadside bomber.
 
However this situation is not as new a phenomenon as it might seem.  Consider the following movements…
Feminism, animal liberationists, anti-abortionists, Suffragettes
 
…organisations…
Irish Republican Army, Hezbollah, Tamil Tigers, Hamas
 
…and individuals…
Malcolm X, Nelson Mandela, Jerry Adams
 
This is a small sample of those who have been defined at one time or another as everything from freedom fighters to terrorists, depending on who is doing the labelling, where they stand and what point in history we are in.
 
What becomes apparent is that this is an area of great complexity, but also one where some clarification on what some of the key terms broadly mean, might be useful.  The following is sourced from Lynn Davies Educating against Extremism (details of which are included in the Further Resources section) and whilst not conclusive, it briefly offers some of the different perspectives on the terms – extremism, radicalisation, terrorism and fundamentalism
 
Extremism and radicalisation
Extremism is a huge concern globally with its links to terrorism and religious fundamentalism, which present a danger to societies globally.  Human history has been full of extremism leading to persecution, violence and death – whether through the Crusades or the holocaust – it begs the question is extremism really that new?
 
Archbishop Desmond Tutu defines extremism as “when you do not allow for a different point of view; when you hold your own views as being quite exclusive; when you don’t allow for the possibility of difference”
When extremism starts to have a political end – for example to force governments to the table of negotiation or to some changes in their policies – it starts to become synonymous with radicalisation.
 
According to the Dutch Intelligence Service, radicalism comprises three aspects:
“The active pursuit of and/or support for fundamental changes in society that may endanger the continued existence of the democratic order, which may involve the use of undemocratic methods that may harm the functioning of the democratic order”
 
Terrorism
Terrorism is often applied as a pejorative term – usually it applies to enemies or opponents or to those with whom one disagrees.  The two definitions below are from the UK Government and the US state department respectively:
 
“The use or threat, for the purpose of advancing a political, religious or ideological cause, of action which involves serious violence against any person or property”
 
“Pre-meditated or politically motivated violence perpetuated against non-combatant targets by subnational groups or clandestine agents, usually intended to influence an audience”
 
However the term terrorist has also come to be applied to those fighting to get rid of a perceived occupation or to achieve independence.
 
“Terrorism is designed to create power where there is none or to consolidate power where there is little.  Through the publicity generated by their violence, terrorists seek to obtain the leverage, influence and power they otherwise lack to effect political change on either a local or international scale”
 
Fundamentalism
While often associated with extremism, it is important to establish that fundamentalism is not the same.  The term fundamentalism originated in the specific theological context of the early twentieth century Protestant America.
 
“Put at its broadest, it may be described as a ‘religious way of being’ that manifests itself as a strategy by which beleaguered believers attempt to preserve their distinctive identity as a people or group in the face of modernity and secularisation.” (Ruthven quoted in his book Fundamentalism: the Search for Meaning)
 
It is important to note that in simple terms not all fundamentalists are, or go on to become, extremists or terrorists.

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What else is out there?

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Tapestry is a part of a whole portfolio of resources, activities and initiatives that are being funded across the region for schools and youth settings to tackle the issue of preventing violent extremism.  Detailed below are some that may be of interest.
 
Choices and Voices
Choices and Voices is an interactive simulation that encourages young people to explore and discuss the underlying issues and adverse influences, which can lead to divisions and tensions in communities. In two separate scenarios the player faces a number of moral dilemmas in which their decisions will define not only their own outcomes but those of their friends and family also.  Choices and Voices supports the DCSF’s preventing violent extremism toolkit and contributes to specific areas within the citizenship, PSHE and SEAL curriculum.
http://www.choicesandvoices.com/

ACT NOW
ACT NOW is a ‘table top’ activity that involves students stepping into the shoes of counter terrorist officers.  It is designed to stimulate debate around the very sensitive subject of violent extremism and is aimed at young people at Key Stage 4 and above. The purpose of the exercise is to empower individuals to have the confidence to take on counter terrorism dilemmas and understand the importance of decisions made based upon the information they are given. It gives participants the opportunity to debate choices both independently and collaboratively based on perceived facts and weigh up the consequences which follow decision making as part of a group tackling a terrorist incident.
More information about ACT NOW can be obtained from:
Inspector Asghar Shah West Midlands Counter Terrorism Unit 0845 1135000
a.shah@west-midlands.pnn.police.uk
 
Police support
West Midlands Police have schools based officers/schools link officers and West Midlands Counter Terrorism Unit have Security and Partnership Officers who work together to support schools with PVE and to help protect vulnerable young people.
 
For further information on how the police can support schools look at:
http://www.west-midlands.police.uk/crime-reduction/tackling-terrorism/index.asp
 
Mosques and Madrassas
The following mosques and madrassas provide information on raising awareness of Islam:
The Central Mosque – http://www.centralmosque.org.uk/
Green Lane Mosque – http://www.greenlanemasjid.org/

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The Prevent strategy

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The Government has a ‘Prevent’ strategy which is a part of its overall approach to countering terrorism. This strategy has the aim of:

Preventing people from becoming terrorists or supporting violent extremism.

The strategy has five strands designed to address the factors that research suggests can cause people to become involved in terrorism and violent extremism.  These are:

  • Challenging the violent extremism ideology and supporting mainstream voices
  • Disrupting those who promote violent extremism and supporting institutions where they may be active
  • Supporting individuals who are being targeted and recruited to the cause of violent extremism
  • Increasing the resilience of communities to violent extremism.
  • Addressing grievances both genuine and perceived, that ideologies are exploiting.  These can stem from national and international issues – for example relating to foreign policy, or perceptions of distorted media representation; or be based on local perceptions of inequality or experiences of racism or community conflict
    A number of activities are taking place locally, nationally and internationally under all five strands in partnership with community organisations and schools. 

More details are available at: www.dcsf.gov.uk/publications/violentextremism/preventstrategy

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Further Resources

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Books
Learning to be safe together. Department of Children, School and Families
A toolkit to help schools contribute to the prevention of violent extremism
This can be ordered or downloaded online at www.dcsf.gov.uk/publications or it can be obtained by phoning 0845 60 222 60, quoting ref: 00804 – 2008BKT-EN

Caught in the Cross Fire. Alan Gibbons, Orion Books. 2003
Isbn: 978-1-84255-96-0
A novel suitable for teenage readers that explores the stories of those living in a town affected by racial tensions and the emergence of a far right party.

The Islamist. Ed Husain, Penguin. 2007
Isbn: 0141030437,9780141030432
The real life story of one young man’s journey towards extremism.

Educating Against Extremism. Lynn Davies, Trentham Books. 2008
Isbn: 978 1 85856 426 5
Looks at the processes that can lead individuals to extreme beliefs or the use of violence and suggests ways in which education can help

In the Name of God. Paula Jolin, Roaring Brook Press. 2007
Isbn: 159643211×9781596432116
The story of seventeen-year-old Nadia who becomes involved in a violent revolutionary movement aimed at supporting Muslim rule in Syria and opposing the Western politics and materialism that increasingly affect her family

Fundamentalism. Ideas of the Modern World Series. Alex Woolf. Hodder Wayland. 2003
Isbn: 0 7502 4366

Fundamentalism. Global Issues Series. Sean Connolly. Wayland. 2008.
Isbn: 978 0 7502 5432 8

The War on Terror. Timeline Series. David Downing. Arcturus Publishing Ltd. 2007
Isbn: 978 0 7496 7190 7

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Websites
www.irr.org.uk
The official website for the Institute for Race Relations

www.oxfam.org.uk/education/teachersupport/cpd/controversial
Strategies and activities to help teachers address sensitive issues

http://www.homeoffice.gov.uk/counter-terrorism/
 
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DVDs
Britz. Directed by Peter Kosminsky. Rated 15.
The story of two young British Muslims, a brother and sister both pulled in two radically different directions by their conflicting personal experiences in post 9/11 Britain

Yasmin. Directed by Kenneth Glenaan. Rated 15
The story of a young women caught in the middle of attempting to please her traditional Pakistani family and enjoying the freedoms of Western life. Set amongst a Muslim community in the North of England before and after the events of 9/11.

This is England. Directed by Shane Meadows. Rated 18
The story of Shaun growing up in 1980’s England and his experiences of skinhead ‘culture’ and his encounters with far right influences.

Watch Over Me. Miss Dorothy.com
A series of DVD’s including scenarios and teaching materials designed to help young people to handle risk in a range of situations. These DVD’s are available free to schools by enquiring to office@thekidstaskforce.com

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