Kate Ellen Hulme BA(Hons) Illustration 2017/18 Does Prevent effectively communicate with adults and children and could the use of illustration improve this?
Kate Ellen Hulme
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Contents
Chapter
Page Number
Chapter 1 – Introduction
3
Chapter 2 – Context & Themes
4
Chapter 3 – Case Studies of Practice
9
Chapter 4 – Reflective Practice
14
Chapter 5 – Conclusion
18
Images
19
Bibliography
21
Appendices
24
2 Kate Ellen Hulme
Chapter 1 – Introduction In a world striving to understand the draws and dangerous thinking of extremist groups and individuals, the Prevent programme was devised to help arrest extremist ideologies from developing in the younger generation, through close monitoring by teachers and other professionals. Prevent has caused much controversy and clashing of opinions, with many branding it with words such as ‘toxic’ and criticism that it is creating harmful stereo-types of ethnic minorities. This essay will explore the key concepts of the UK Prevent programme; its resulting controversy together with a practical response. It is accepted that the UK Government needs to find a solution to quell radicalisation, but this needs to be through opening up healthy discussion in schools and the workplace instead of oppressing it. Critics of the Prevent programme believe it has been counterproductive in halting terrorism, serving only to foster mistrust and suspicion in its subjects. Research into children’s learning shows that the younger generation can be educated through simple forms of storytelling, with which illustration goes hand in hand. Within this essay, there will be exploration into whether or not such illustration can play a vital part in the renewal of the Prevent programme and helping to, almost, re-brand the idea making it more accessible to young people. In order to link Prevent with communication there was analysis of: Where does terror begin? Where does it manifest itself? And can illustration help deter these extremist ideologies, often born out of loneliness and a deep harboring to belong and be accepted?
3 Kate Ellen Hulme
Chapter 2
The Prevent scheme began in 2003 but did not become a public scheme until some years after this. The scheme is constructed of the four Ps; Prepare, Protect, Pursue, Prevent. Prevent aims to tackle many forms of radicalisation. The official Prevent Duty Guidance Act for England and wales issued in March 2015 states: ‘Our Prevent work is intended to deal with all kinds of terrorist threats to the UK. The most significant of these threats is currently from terrorist organisations in Syria and Iraq, and Al Qa’ida associated groups. But terrorists associated with the extreme right also pose a continued threat to our safety and security.’ (Prevent duty Guidance, HM GOV. 2015) The Act also states, ‘schools and childcare providers are expected to assess the risk of children being drawn into terrorism’.(Prevent duty Guidance, HM GOV. 2015) However, this seems to have caused much controversy among teachers and education officials saying ‘it causes suspicion in the classroom and confusion in the staffroom’. (Adams, R 2016) From online research, it seems that many teachers worry about the negative effects the scheme may have on themselves and other educators, possibly warping their views of terrorism and where the threat lies. ‘Reality Check: What is the Prevent strategy?’ quotes the NPCC ‘About 7,500 referrals were made to the scheme in 2015 - 16: the equivalent of 20 a day’ (NPCC in BBC News, 2017) Such a high figure could be cause for concern amongst readers and officials. However, the article later states that ‘out of those referrals, action was taken in one in every 10 cases.’ (2017). It could be said that this is evidence to back up teachers’ claims of the scheme causing ‘suspicion in the classroom’ (Adams, R 2016) when such a high number of referrals turned out to be benign, and would pose the question as to the effectiveness of the schemes training. The referrals cited NSPCC are non-age specific encompassing children and adults. A different tool kit is required depending on the age group under focus.
In contrast, an article in The Guardian titled ‘The prevent duty is about relationships, so integrate it into pastoral support’. (Nadal, L. 2017) responded to the Prevent strategy with calls to strengthen relationships between teacher and student: ‘It’s proven successful, fostering an institutional culture that is focused on wellbeing, and improving the quality of relationships’. (Nadal, L. 2017) This statement is backed up by a statement from retired Manchester Police Chief; Sir Peter Fahy “The prime responsibility for stopping young people going to Syria – has to lie with parents. If there’s one thing possibly we have made a mistake in Prevent it is if we have created the impression that it is somehow the job of the Police.” (Sir Fahy, P in Halliday, J. 2015). Although Nadal’s response relates to tertiary education, the future of the Prevent brand may lie within the relationships it encourages young people to have, both within and outside the education system, this is perhaps the key area for improvement. Despite Prevent being aimed at counteracting many forms of hate crime, government officials and leaders have been criticised with sources saying Prevent has “led to members of Britain’s Muslim community feeling picked on” (Graham, C. 2017) It seems it has been this type of feedback which has been the programmes main down fall. With many teachers reluctant to implement something which would appear to stigmatize pupils of Islamic faith. It is important to note that due to twenty-four-hour news and social media many of the images and articles on terrorism that both adults and often children will be exposed to, contain references to Islamic faith. It is these references containing radicalised individuals posing as supporters of Islamic faith that have caused much confusion and suspicion surrounding the campaign. The same article by BBC news quotes ‘In cases where ideology was recorded, just over half related to Islamist extremism’ however ‘nearly one in ten were linked to farright extremism’. (BBC 2017)
The scheme currently employs the use of an e-learning package to teach educators on how they may be able to spot when a child is being radicalised or supporting extremist ideologies. The e-learning package was critiqued at the National Union of Teachers conference, where Gary Kaye, a delegate from North Yorkshire, said ‘the Prevent training given to many teachers was “crude and often contains loads of stereotypes”. (Kaye,G in Adams, R. 2016) The e-learning package takes just forty-five minutes to complete and contains a series of graphics based illustrations aimed at targeting the various signs of extremism. Educators are required to click through a series of questions designed to pin point their understanding of terrorism and what signs may indicate that a child is being radicalised. It could be argued from the scheme’s current e-learning package that illustration is already playing a vital part in helping individuals engage with the strategy. Kaye’s criticism may be subject of the current images which are not purposeful in promoting discussion: they present to the educator what the radicalised individual already looks like and their lifestyle and could therefore be viewed as a stereotype. The teacher’s union general secretary Christine Blower constructively criticises saying “Schools’ best contribution to countering any behavior that could be a problem is by encouraging discussion.” (Blower, C in Adams, R 2016) - It could be argued that Blower makes a valid point in that encouraging discussion and furthering relationships in the classroom children would be more likely to discuss their views and opinions on religious and non-religious subjects. This is reinforced by Barbara Kolucki and Dafna Lemish under UNICEF titled ‘Communicating with children’ - the paper states that ‘the role of media in children’s lives suggests that media (such as books, newspapers, magazines, television etc.) serve today as one of the most centralising agents, informing behaviors, attitudes and world views (1).’ (Kolucki, B. Lemish, D 2011).
From this statement, it could be argued that in order to target the radicalisation of children within the education system, Prevent must allow children themselves to be involved in the debate, and allow for more discussion within the classroom. However, it could be said that leaving a scheme such as Prevent open to the eyes of children on the internet may cause much confusion and is therefore best handled by their educators. The paper also goes on to state that ‘reading to children from books that portray or promote healthy lifestyles strengthens the communication between them and their care givers.’ (Kolucki,B. Lemish,D. 2011) - confirming children are more likely to discuss their views and ideologies when a stronger relationship between them and caregiver/ teacher is present. This strengthens the argument of (Nadal, L 2017) in suggesting the way to gain the most positive benefits from the Prevent programme would be integrating It into pastoral support, and ‘framing all policies and procedures related to the prevent duty with a wellbeing focus.’ (Nadal, L. 2017) It could be suggested that in order to target the way a child is feeling the Prevent programme may need to find a way to engage directly with a child. Kolucki and Lemish comment on children ages seven to ten stating - ‘They gradually break free from an egocentric perspective of life - and learn to put themselves in the shoes of others.’ (Kolucki,B. Lemish,D. 2011 p20) citing that between the ages seven to ten in a child’s life is the most appropriate time to begin introducing the Prevent scheme and its subsidiaries. It could be argued that once a child is able to see things from another’s view point they possess skills mature enough to be involved in debate concerning the religions and beliefs of their peers. For early years children aged one to six ‘communication for this youngest group, has, for the most part, been targeted at their caregivers (such as family members, early childhood educators, health practitioners).’ (Kolucki,B. Lemish,D. 2011) - this is evidence to back up that the Prevent scheme’s targeting of educators is certainly more beneficial for young children.
A subsidiary of the Prevent brand has been ‘Let’s talk about it’; the website offers a much more user-friendly approach. and aims at allowing the general public to learn about the Prevent duty. The site has a strong graphic look and uses character illustration, perhaps in an effort to lighten the topic of discussion. Let’s Talk About It site declares to have three main areas of which they focus: Supporting vulnerable individuals, challenging extremist ideology and building close relationships in institutions - this is evidence to back up earlier research which found benefits from integrating Prevent through a focus on wellbeing (Nadal, L. 2017) and the importance of establishing a stronger bond or relationship through engaging in learning activities with a child (Kolucki, B. Lemish, D. 2011). Nevertheless, the Let’s Talk Facebook page has alarmist tendencies with references such as ‘if you were caught up in a firearms or weapons attack’ … ‘gun or knife attack. Run to safety’ and ’RUN, HIDE, TELL’ which is essentially advice to the general public on how to respond in the event of a terrorist attack and not how to address radicalisation. An interactive section of the site titled ‘Do you recognize this person’ - provided information and signs with which both children and adults could engage. Illustration and graphic design could construct a more rounded and useful purpose by allowing individuals to respond subjectively to any threat by avoiding prescriptive ideas of terrorism and extremist individuals. It is certain Prevent is making positive headway in the field of tackling radicalisation, from the issues raised in this chapter however it could be said that the scheme would benefit from a revised and more tailored approach toward the professionals it proposes to engage with and whom will be exercising the Prevent duty. It could be argued from points raised about promoting healthy lifestyles in the writing of Kolucki and Lemish that a more positively led and visually engaging approach would be of benefit. The writing that follows will analyse this idea in practice.
Chapter 3 – Case Studies of Practice Case Study 1 Noma Bar, Israeli born graphic designer, illustrator and artist creates punchy and powerful shape driven work that tells a story in one blink of the eye. Bar recently created a series of three works titled ‘Prévenir La Radicalisation, c’est possible’ translating to ‘Preventing Radicalisation, it is possible’. (Fig. 1 Bar, N. 2016) The main image of the trio shows a black, white and red balaclava clad character with octopus tentacles. The strong graphic image is eye catching and could be easily interpreted for children. Bar cleverly uses the octopus shape to refer to the radicalisation process, its tentacles serve as a warning almost: do not get tangled up in this. It could be interpreted, as a visual metaphor to explain that the acts committed by extremist groups are inhuman. At the top of the image is written ‘ET MOI…’ translating to ‘AND ME…’ it could be deduced from this written statement in the piece that the work is addressing the viewer, ‘and me’; almost a question, instantly involving the viewer in the subject of the work and opening up discussion. It could be argued that one of the most powerful aspects of graphic design or illustration in this context is the thing or things representing a radicalised individual doesn’t need to be real or even human: in this there is considerable power. As contributed earlier there has been controversy over the Prevent campaign due to teachers and officials who feel the programme stigmatizes the Muslim community: “led to members of Britain’s Muslim community feeling picked on” (Graham, C. 2017)
Earlier discussion in this essay references the UNICEF paper ‘Communicating with Children’ (Kolucki, B. Lemish, D 2011) - and how ‘books, newspapers, magazines, television etc) serve today as one of the most centralizing agents’ (Kolucki, B. Lemish, D 2011). This teaches us that children from a young age have access to news platforms. This is a problem, as it is arguable that many images placed next to news articles surrounding terrorism contain references to Islamic faith. It can be said that the use of such images by newspapers and websites is ignorant and illconsidered, especially for the eyes of children. It could be argued graphic design and illustration offer a far less accusatory or harmful approach to the subject. It could be interpreted in Bar’s image that the character, instead of wearing a balaclava, might be wearing a Hijab. Yet using this to encourage discussion may be of extreme benefit to a child. This is supported by Blower,C in Adams, R - ‘countering any behavior that could be a problem is by encouraging discussion’ on the differences of Islamic faith and radicalised individuals of whom purport Islamic faith. Case study 2 Australian writer and intellectual Germaine Greer was banned from giving a lecture at Cardiff University in 2015, for making comments about how she did not feel transgender women were in fact real women. Her opinions on the matter caused huge uproar. An article appeared in the Guardian titled ‘Germaine Greer gives university lecture despite campaign to silence her’ (Morris,S. 2015). The article discusses how Greer’s’ views were ‘transphobic’ (Morris,S 2015) with author Elwyn Way commenting ‘trans people were suffering emotional and physical violence and needed to be protected rather than vilified’ (Way,E in Morris,S 2015). It is certain that the views and opinions expressed by Greer were unpopular ones, however it could be argued that an incident such as this could be related back to issues within the Prevent campaign. As earlier contributed by (Blower, C in Adams, R 2016) “Schools’ best contribution to countering any behavior that could be a problem is by encouraging discussion.” - it could be suggested that Greers' controversial comments hold a candle up to this statement.
From the headlines surrounding Greers' comments, describing her as “grossly offensive” and ‘transphobic’ (Morris, S 2015), Anyone endorsing Greer’s views would likely be silenced and even vilified. This media storm poses the question of whether banning Greer from lecturing to university students is in fact doing the opposite for their education. Is it healthy to pretend the opinions of others do not exist? and would it be more beneficial to the learning of children, adults and that of the Prevent programme to allow these views to be debated? Germaine Greer’s situation teaches an arguably unhealthy lesson, of that: freedom of speech is exercised, at one’s own peril. In UNICEFs Communicating with Children Paper, ‘the role of media in children’s lives suggests that media (such as books, newspapers, magazines, television etc.) serve today as one of the most centralizing agents, informing behaviors, attitudes and world views (1).’ (Kolucki, B. Lemish, D 2011) From the ages of seven to ten (as stated by UNICEF) children will be coming in to contact with a variety of topics from transgender to extremism, through the internet and social media platforms. This raises the importance of teaching children to share with their care givers when they feel their views are being challenged or possibly even radicalised. Greer’s case could impart that children should not share their opinions, for fear of them being in the lesser majority. Furthermore, how are educators to spot signs of radicalisation if a child is fearful of freedom of speech? All actions have boundaries. The law protects against freedom of speech when individuals express views that are hateful or inspire criminal activity, For example Abu Hamza. Hamza an Egyptian cleric, was found guilty in May 2014 of supporting terrorism; he was the Imam of Finsbury Park Mosque and had been preaching messages of hate and supporting extremist ideologies. It is important to differentiate between voicing unpopular opinion and hate speech. It could be argued that although Greer’s comments could be viewed as offensive, this is Greer’s own right to freedom of speech. Greer does not impose her views on others. In the case of Hamza he is in a position of religious power: he is encouraging illegal activity in a position of leadership.
Case study 3 This case study will be looking specifically at a comic strip posted by The Guardian titled ‘Joe Sacco: on satire - a response to the Charlie Hebdo attacks’ (2015). (see Fig. 2, Sacco, J. 2015). Maltese Cartoonist and Journalist Joe Sacco was quoted saying “I sort of thought all Palestinians were terrorists, but it was a view I realised I’d just imbibed from American media.” (Sacco, J in Salter, J. 2013). The satirical cartoonist best known for his books ‘Palestine and Footnotes in Gaza’ travels the world to areas being affected by war or crisis to create satirical reportage comic strips. From his above statement, it could be deduced that Sacco himself believed his opinions were heavily influenced by American media. This may have been down to a lack of understanding of complex issues such as those raised in this piece and lack of coverage by the main media outlets or balanced arguments when presenting news. The main character of the comic is Sacco; (see Fig. 2 Sacco, J. 2015) he illustrates and mocks himself in a bid to soften the controversial nature of the material he is illustrating and as a technique to open discussion to the reader. He uses this throughout the comic and starts to draw the reader in to the contentious subjects surrounding race and religion. It is certain that Sacco’s work uses humour to address difficult subject matter however he treads finely between humour and what may be considered inappropriate and racist; which is also what makes his illustrations so engaging. For example, in the fourth frame of the comic (Fig. 2 Sacco, J 2015) Sacco draws a black man falling out of a tree with a banana in his hand with the words ‘Can I play this game too? Sure’ written above. Sacco is aware of the implications and emotions such a drawing would invoke - he later goes on to write in frame 7 ‘Satire is meant to cut to the bone’. His illustrations deliberately incite emotion, including negative ones; satire is supposed to, in his opinion.
Sacco’s work is a perfect example of when illustration can be used to help explain a difficult subject. Many photographed images that are used within the media can be distressing for viewers, but also inappropriate for younger audiences. Sacco’s comics de-humanise the situation; for many viewing an image of a real dead person can be far too personal or simply too real. Illustration, arguably, wrongly or rightly - removes us from this uncomfortable seat and puts people back in control of their own emotions. Perhaps this is why Sacco’s work shocks and provides a reminder of the things we often choose to ignore. Comics allow audiences to engage with a far less visually offensive image or narrative and adopt the neatly pre-packaged viewpoint of the illustrator. It could be argued that this has its own negative influences, especially when taken too literally. In frame nine of the comic, Sacco writes ‘What is it about Muslims in this time and place that makes them unable to laugh off a mere image.’ (Fig. 2 Sacco, J. 2015) - Sacco then goes on to draw a woman in a hijab and man in a taqiyah fleeing from a man holding an axe. This part of the comic is extremely controversial, not only does it refer to the Charlie Hebdo attackers as Muslim, but also depicts them in typical religious Islamic clothing which many readers would recognise. It can be argued that writing and imagery such as this is adding to harmful stereotypes of ethnic minorities and creating a negative and untrue opinion of Islam. This is a prime example of how illustration can be a negative influence on an audience and lead people into a false sense of understanding, arguably present within Prevents e-learning package through its depiction of radicalised individuals and their lifestyles, described as ‘stereotypes’ (Kaye, G in Adams, R. 2016). It could be argued that Sacco’s comic ‘On Satire’ is all relative to one’s own view point and that the comic simply acts more as a point of discussion for the profession of satirical illustration itself.
Chapter 4 – Reflective Practice
Firstly, I wish to cite the relevance of the Germaine Greer media storm on the topic of transgender women. Through my research into the Prevent campaign it was clear teachers and officials believed there was insufficient discussion therefore breeding the suspicion and confusion (Adams, R 2016) discussed. Through my research into children’s learning with regards to UNICEF ‘communicating with children’ paper, encouraging freedom of speech is of paramount importance to increasing the effectiveness of the Prevent scheme. I found a likeness to this in the Greer articles, “I’m not saying that people should not be allowed to go through with that procedure, all I’m saying is that it doesn’t make them a woman”. (Greer, G in Saul, H 2015) Greer was not protesting against surgery; she was stating it could not erase an individual’s gender experience as a man prior to surgery. Instead by publicising events such as Greer’s we teach young people to be scared of voicing their opinions, hence the title of my children’s book ‘A monster of all the things… I never said’. (see Fig. C in Appendices) One of the main issues that inspired my children’s book was the amount of material I found online relating to Islam, I came to realise that a large proportion of articles surrounding the Prevent campaign held references to Islam and often showed images of Muslims. I strongly felt the use of these images by such newspapers was wrong, as without realising it, we begin to form connections with image and article. Breeding negative opinions of ethnic minorities. My children’s book, focuses on a negative presence itself, which I convey in the form of a monster: a monster whom one day appears in your cupboard. The thought behind this was that the negative presence or monster can be used as a metaphor for many things such as child abuse, radicalisation, sexual assault, bullying… in fact, anything the individual fears or has concerns about. Monsters have been used routinely in children’s literature from David Mckee’s classic 80s picture book ‘Not now, Bernard’ (Mckee, D. 1980) where it represents something important to the child desperate to share with his Mother.
To the more recent ‘A monster calls’ by Patrick Ness (Ness, P. 2011) illustrated by Jim Kay, where it represents, in part, a child’s struggle to release his dying Mother. Both these texts are illustrated. To further research the impact and understanding of the picture book, I created a questionnaire (see Fig. A), which was given to individuals ageing from fourteen to fifteen years old. My questionnaire asked initially the age, gender and ethnicity of the individual to allow me to see if this had any marked impact on their answers. The questions targeted understanding how the child had interpreted the book. When asked ‘What does ‘the monster’ represent?’ Nearly all the children answered with depression or anxiety. Throughout the series of questions asked, it can be determined that most of the children felt that the book could be interpreted in many different ways according to how the reader was feeling (see results in Fig. B). When asked to analyse the titled one child commented “It’s an effort of breaking the silence, breaking the fear from something or someone.” Perhaps most interestingly, during one of the sessions when asked what U.K Government scheme they thought might have inspired the picture book only one child suggested radicalisation. However before answering said “I don’t really want to say what I think it might be about”. Agreeably this is a small amount of evidence, however I believe it could be argued that the individual was fearful of appearing racist. And unwilling to the make the connection between the monster and an extremist individual supporting my earlier claim in the Joe Sacco case study: illustrating a situation puts us at ease when being addressed with difficult subjects. The monster simply represents how destructive it can be to keep thoughts and feelings to yourself: I show this through its growth, when the child is too ashamed to tell anyone the monster grows larger. All of the children in my study understood this aspect of the book, with many referencing the growth of fear or anxieties, when asked why the monster increases in size.
I would also like to reference the importance of the work of Noma Bar at this point, in Bars ‘Prévenir La Radicalisation, C’est possible’. There was power in the fact that the image created; portrayed something inhuman, I would argue that my book uses a similar effect as it neither portrays nor stigmatizes any group of people. There is an absence of characters other than the monster: this was intentional as I didn’t want the reader to make any assumptions about the speaker and to allow the reader to respond subjectively to the situation. The book contains rhetorical questions ‘What should I do?’ and ‘Or was there?’ - I took inspiration for this again from the work of Bar, and the use of the ‘ET MOI…’ statement. As I designed the book to be used in a classroom to help encourage the debate of difficult topics, I created these pages to enable the teacher to pause, and go round the classroom inviting children’s responses in a situation such as this, or one that might be similar. It could be argued that these rhetorical questions are one of the most powerful aspects of the book, as they encompass much of the teacher feedback which has surrounded Prevent, regarding ‘encouraging debate’ (Blower, C in Adams, R 2016). I would like to cite the reference of UNICEFs ‘Communicating with children’ (Kolucki, B. Lemish, D 2011) paper. ‘Reading to children from books that portray or promote healthy lifestyles strengthens the communication between them and their caregivers.’ (Kolucki, B. Lemish, D 2011) Although it could be argued that my book does not portray a healthy lifestyle all the way through, due to the child feeling ashamed, I feel this is important to the narrative. ‘A monster of all the things… I never said’ can also be used outside the classroom at home with parents. as retired Chief of Police, Sir Peter Fahy: “The prime responsibility for stopping young people going to Syria – has to lie with parents.” (Sir Fahy, P in Halliday, J. 2015). This book could act as a powerful toolkit in the home.
My picture book can be used in many different contexts, either at home to improve the relationship between parent/ caregiver and child but also as an educational resource for encouraging debate within the classroom. The children involved in the study spoke very positively of how it encouraged frank and open discussion through a simple conceptual idea: it effectively removed stereotypes and stigmatization of ethnic minorities. The onus was very much directed to the children as is evidenced by the variety of different responses showing how the children felt free to express themselves. They were not directed as to what they should be afraid of; they replied thoughtfully and subjectively in response to what was going on in their lives and those around them. Perhaps the future of the Prevent programme lies not within the observation and scrutiny of children but allowing them to engage with others and speak their minds.
Chapter 5 – Conclusion
During the research and writing of this paper, I found the topic of Prevent to be a very sensitive and contentious subject, on account of its cross wires through religion, as evidenced by one of the subjects who said he was reluctant to comment on radicalisation. Media has undoubtedly played a role in the negativity surrounding the campaign, due to careless placement of images used within articles picturing ethnic minorities. As a general observation, people rarely offered up their own opinions on the debate and seemed reluctant to say how the topic made them feel: this interested and inspired much of my writing in the essay focusing on freedom of speech especially in the case of my second case study, Germaine Greer. In my findings, I discovered Prevent rarely deals with children themselves, and directs the campaign through the responsibility of their caregivers. It is arguably this factor that is one the programme’s main issues… In current articles and academic papers, it is accepted that encouraging reading and debate in children’s lives can have a direct influence on the relationship to them and their parents and guardians. Points have been made by high profile figures such as ‘Sir Peter Fahy' that it is these relationships which will mostly determine the paths a child chooses to take. Prevent must directly encourage a difference in the way we teach and learn with children. The resource produced positive feedback, it has dispelled the ‘harmful stereotypes’ for which the Prevent scheme was criticised. Prevent is doing the right thing in trying to reach children through their caregivers, however there must be in a shift in what happens after this point, encouraging children to be confident in their own right to free speech.
Fig. 1. Bar, N. (2016) PrÊvenir la radicalisation c’est possible. [image] Available at :
https://www.pinterest.co.uk/pin/348395721154104673/
Fig. 2. Sacco, J. (2015) On satire - a response to the Charlie Hebdo attacks. [image] Available at: https://www.theguardian.com/world/ng-interactive/2015/jan/09/joesacco-on-satire-a-response-to-the-attacks
Bibliography
The Guardian: Adams, R. (2016) Teachers back motion calling for Prevent strategy to be scrapped. [online] Available at : https://www.theguardian.com/politics/2016/mar/28/teachersnut-back-motion-calling-prevent-strategy-radicalisation-scrapped BBC News: BBC News. (2017) Reality check: what it the Prevent strategy? [online] Available at: http://www.bbc.co.uk/news/election-2017-40151991 Education against extremism: Davies, L. (2008) Education against extremism. [online] Available at : https://www.oise.utoronto.ca/cld/UserFiles/File/DAVIESeducationagainstextremism.p df The Telegraph: Graham, C. (2017) What is the anti-terror Prevent programme and why is it controversial? [online] Available at : http://www.telegraph.co.uk/news/0/anti-terrorprevent-programme-controversial/ The Guardian: Halliday, J. and Dodd, V. (2015) UK anti-radicalisation Prevent strategy a ‘toxic brand’ [online] Available at: https://www.theguardian.com/uk-news/2015/mar/09/antiradicalisation-prevent-strategy-a-toxic-brand HM Government: HM Government. (2015) Revised Prevent Duty Guidance: for England and Wales. [online] Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/44597 7/3799_Revised_Prevent_Duty_Guidance__England_Wales_V2-Interactive.pdf
UNICEF: Kolucki, B. and Lemish, D. (2011) Communicating with children UNICEF. [online] Available at : https://www.unicef.org/cwc/files/CwC_Final_Nov-2011(1).pdf Not now, Bernard: Mckee, D. (1980) Not not, Bernard. Anderson Press Ltd. London, UK. The Guardian: Morris, S. (2015) Germaine Greer gives university lecture despite campaign to silence her. [online] Available at : https://www.theguardian.com/books/2015/nov/18/transgender-activists-protestgermaine-greer-lecture-cardiff-university The Guardian: Nadal, L. (2017) The Prevent duty is about relationships, so integrate it into pastoral support. [online] Available at: https://www.theguardian.com/higher-educationnetwork/2017/aug/14/the-prevent-duty-is-about-relationships-so-integrate-it-intopastoral-support A Monster calls: Ness, P. (2011) A Monster calls. Walker Books. London, UK. The Independent: Saul, H. (2015) Germaine Greer defends grossly offensive comments about transgender women. [online] Available at : http://www.independent.co.uk/news/people/germaine-greer-defends-grosslyoffensive-comments-about-transgender-women-just-because-you-lop-offa6709061.html The Guardian: Sacco, J. (2015) On satire - a response to the Charlie Hebdo attacks. [online] Available at : https://www.theguardian.com/world/ng-interactive/2015/jan/09/joesacco-on-satire-a-response-to-the-attacks
The Telegraph: Salter, J. (2013) The world of cartoonist and journalist Joe Sacco. [online] Available at : http: //www.telegraph.co.uk/culture/books/10334363/The-world-of-cartoonist-andjournalist-Joe-Sacco.html Financial Times: Warrell, H. (2017) Under-15s account for quarter of UK counter-terror referrals. [online] Available at: https://www.ft.com/content/5eac745e-c541-11e7-b2bb322b2cb39656
Appendices
Tick box for individuals ethnic group, prior to questionare.
A Monster of all the things‌ I never said, questionaire. (Part 1) (Fig. A)
(Part 2) (Fig. A)
Feedback on the book. (part 1) (Fig. B)
Feedback on the book. (part 2) (Fig. B)
Hulme, K. (2017) A monster of all the things‌ I never said (Fig. C)