Description
The introduction of the Prevent Duty in 2015 imposed a legal obligation on universities to play a frontline role in identifying and preventing radicalisation and extremism. This development sparked significant debate and concern about the ways in which universities could become sites of surveillance. Much of the focus of these debates has been on the classroom as a physical space, and yet increasingly education is moving into a wider array of spaces with online and distance learning growing in popularity.
Despite this shift, little attention has been given to the application of Prevent to online or remote students, particularly those studying in different legal jurisdictions. This development raises important questions about the legality and applicability of Prevent to this growing student cohort.
This paper reflects on how a number of UK higher education institutions that offer distance learning provision apply Prevent to their student cohorts in other countries, and considers the implications of the approaches they take. This is achieved through a review of policy documents and semi-structured interviews with frontline staff, and those responsible for determining Prevent policy within an institutional setting. In doing so, the paper reveals a patchwork approach, highlighting a lack of sector-wide consistency.
