module specification

This module is an opportunity for students to engage with the growing literature in this field, to learn about statutory obligations like the Prevent Duty and to critically analyse socio-political movements and state responses to those movements from a human rights perspective. This module will challenge students to think about the usefulness and operationalisation of particular concepts (extremism, radicalisation, terrorism, racism, fascism, and fundamentalism), it will provide a detailed analysis of current modes of radicalisation (face to face, online, offline, through networks and through institutions like prisons) and specific right wing or extremist formations (white supremacist, Incels & the Manosphere, Christian Right, Muslim fundamentalism or Islamism, Zionism, Sikh and Hindu fundamentalism) and consider in detail the impact on specific groups of people (women/girls, children/young people, dissenters and minorities). The module will enable critical engagement with government responses and a comparative view of where the UK sits in relation to counter-radicalisation strategies in other countries.

The module aims are as follows:

• To consider and critically engage with key concepts;
• To provide an understanding of the ideological projects of the groups concerned and their mobilisation tactics;
• To nurture a human rights framework for responding to radicalisation;
• To encourage a comparative analysis of these formations;
• To encourage a comparative analysis of state and civil society responses.

This module is of relevance to a number of postgraduate programmes in CSPIR including the MA Woman and Child Abuse (because of the focus on gender relations and the targeting of women/girls) and Masters programmes being offered by the International Relations team.  It provides an important foundation for anyone that wants to make a contribution to countering racial and religious supremacy and misogyny, the rise of racism, fascism, fundamentalism and terrorism.

None

Available for Study Abroad? NO

Definitions and framings [LO 1]
This section will identify key government and international human rights definitions of extremism, radicalisation, terrorism, racism, fascism, and fundamentalism. Students will be encouraged to take a human rights approach to the module content as a whole, to see the connections between terror and torture, and make distinctions between security and securitisation, and also to distinguish between counter-radicalisation strategies based on human rights from those based on patriotism and neo-liberal governance.

Theories and modes of radicalisation [LO 2]
The next stage of the module will outline and encourage students to critically engage with a range of synergistic and contrasting theories of radicalisation including, but not limited to, theories that rely on analyses of gangs/groups/networks, those that rely on assessments of individuals through lone wolf, disaffection, and mental health narratives, to those that rely on critiques of structural relations of power (class, race, gender), and those that explain radicalisation as a response to state violations and global imperial power by highlighting foreign policy and the crackdown on political dissent. At this stage, we will discuss government policy and practice (Prevent and Channel) as well as modes of radicalisation - virtual/online, through networks, and through particular institutions including prisons.

Understanding specific movements [LO 3 & 5]
The third stage of the module introduces students to a range of movements and organisations considered ‘extremist’, working on a weekly basis through discussions of neo-fascist and white supremacist organisations; Incels and misogynistic networks; Christian fundamentalism / the Christian Right; Islamism/Muslim fundamentalism; Zionism, Sikh fundamentalism and Hindu fundamentalism. This focus on specific groups and tendencies will also draw attention to what is known about the scale, prevalence and mobilisation tactics of these movements, their similarities and differences.

Impact on specific groups of people [LO 4 & 5]
Fascist and fundamentalist movements share a common interest in controlling women/girls, children/young people; and dissenting voices or minorities within their communities. This section focuses specifically on the comparable (and contrasting) features of these impacts and asks students to consider whether the Prevent Duty, Channel Panels and the Vulnerability Assessment Framework are appropriate and useful frameworks for the state’s response and its duty to protect these groups. This part of the module also contends with the claim that all of these formations are essentially misogynistic and therefore gender equality is key to tackling them.

Counter-radicalisation [LO 4 & 5]
This final stage of the module considers both state and non-state responses and also draws on international comparisons to assess the impact of UK policy agendas on other countries (notably USA, Australia, Spain and France), similarities and differences in global responses on this issue. On state responses we will look closely at UK policies - Prevent, Channel, and Counter-Terrorism legislation – as well as the use of disruption techniques and other policing responses, and more recent arguments to fund violence against women’s organisations. For non-state responses, we will consider case examples of community-based responses in the UK and in other countries.

Student-led seminars [LO 5]
Students will be required to read alongside the weekly lectures but also two specific sessions will require students to present their own in-depth research on particular formations and organisations including those involved in anti-radicalisation (anti-fascist and anti-fundamentalist) work.

Guest speakers [LO 1-5]
People working within this growing anti-radicalisation and safeguarding industry will be invited to speak about their different approaches and provide information on work in this field.

This module is delivered as a Block over five days split into two (two days and then three days) in the Spring semester with additional tutorial time for each student. Students will be required to prepare for lectures by reading the core texts and participate in two student-led seminar evenings. In addition to this, students are expected to engage in independent study to prepare for and write their assignments, though tutorial space will be made available to feedback on ideas for case studies and essay plans. Students are encouraged to engage with anti-radicalisation, anti-fascist, and anti-fundamentalist organisations to learn from their work and expand their networks and skills for future employability. The teaching methods will include groupwork, lectures, guest lectures, workshops, and appraisal of audio-visual material. Recommended reading will be available to support each session. Additional electronic material and useful websites will be made available via Weblearn.

By the end of this module, students should be able to:

1. Explain and critique key concepts, including being able to describe and evaluate key theories and modes of radicalisation;
2. Identify and describe supremacist and authoritarian political formations, their ideological projects and any knowledge of their prevalence;
3. Explain the impacts of these formations on specific groups of people;
4. Identify and evaluate strategies for counter-radicalisation;
5. Compare and contrast political formations and also strategies for counter-radicalisation.

Coursework 100%.

Students will be assessed through two written pieces of coursework. The first is a Case Study write up of 2000 words which requires students to develop their knowledge of the key concepts on the course and look in detail at either an organisation involved in radicalisation or one that is involved in counter-radicalisation work. This exercise will enable students to specialise in a particular area and develop the knowledge required for employment after the Master’s programme. The second assignment is an Essay of up to 3500-4000 words. Students will select their essay question from a list of questions but may also identify a separate question as long as it is answer-able and enables them to meet a range of learning outcomes, in depth and comparative knowledge of the field.

Students must pass on aggregate.

https://rl.talis.com/3/londonmet/lists/C793F16D-705E-2230-C143-364A6D60FFA8.html?lang=en

Electronic Databases:
Academic Search Complete
Care Knowledge
JSTOR
Lexis Library
Oxford Journals Archive
Sage Journals online
Science Direct
Social Care Online
Web of Science
Zetoc

Websites:
Hope not Hate
Searchlight
Centre for Secular Space
WARN
Statewatch
Open democracy