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CAIRO — The British government issued on Wednesday, October 8, a new guide advising schools on tackling extremism in the classroom, drawing criticism form education unions and experts for subjecting young students for such an experience. “We need to address the underlying issues that can drive people into the hands of violent extremist groups,” said Schools Secretary Ed Balls introducing the guide. “Young people are already very much alive to these problems…That is why I am publishing a toolkit for schools to help them contribute to the prevention of violent extremism.” The kit, “Learning together to be safe,” will be available to primary and secondary schools across Britain. Under a £4.68 million initiative, teachers will be provided with DVDs and booklets to encourage children to discuss issues like terrorism and racism. The guidance cites ways to steer pupils away from extremism such as making sure they are unable to access “extremist” websites and hosting relevant theatre productions. It says that community and religious leaders – such as imams – should be invited into schools to take part in lessons. The toolkit alerts teachers to watch out for hate speech, graffiti symbols or writing that promotes extremist messages. It also advises schools to name a teacher to whom pupils can report any concerns of grooming by extremist groups. The most controversial element is advising teachers to report students they suspect are developing extreme views to authorities, including police. “This is not about asking teachers to be monitors and to be doing surveillance, that’s not their job,” argues Secretary Balls. “But if something concerns them, we want them to know who to turn to for help.” Watch, Report Secretary Balls says the toolkit came as a response to feedback from teachers and others on the need for more practical advice on supporting vulnerable pupils. “There are very rare examples of children under 11 showing early warning signs.” Christine Blower, acting general secretary of the National Union of Teachers, supports. “Terrorist threats have to be tackled.” Blower, however, insists that staff should not be expected to report all concerns to authorities. “Trust has to be maintained in schools. “No teacher will ignore obvious information about a specific, real threat, but it is vital that teachers are able to discuss with and listen to pupils, without feeling that they have to report every word.” Blower also insists that groups such as Al-Qaeda and its affiliates are not the only danger. “It’s worth remembering that groups such as those from the far-right can pose intimidatory threats to their communities, as serious as those from Al-Qaeda.” Britain’s two million Muslims have taken the full brunt of anti-terror measures since the 7/7 attacks. The UN human rights committee in July disparaged Britain over growing anti-Muslim sentiments, urging a review of its draconian anti-terror measures. Mary Bousted, general secretary of the Association of Teachers and Lecturers, is very critical of the new guide. “School staff believe in having reasoned discussions with pupils, and will welcome the practical advice in the government’s anti-extremism tool-kit which builds on the work already being done in schools and colleges,” she said. “But teachers are not trained to deal with radicalization. We are not spy catchers.” A similar guidance issued to university lecturers two years ago also caused a storm after professors unions complained they were being asked to spy on their students. Anthony Glees, professor of security and intelligence studies at the University of Buckingham, recognizes that teachers and pupils need to be alerted to the threat of radicalization. “I have to say putting this over to kids who are five-years-old is ridiculous,” he told the BBC. “This is a mistake. You should allow all British children a certain amount of innocence and happy childhood days.” |
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