ABSTRACT
The British state’s counter-terrorism agenda has imposed a “statutory duty” on educational institutions to monitor and report students “at risk” of being radicalised, in their attempts to counter “extremism.” This agenda unfairly targets Muslim students in educational institutions. This chapter draws from a narrative study of Muslim students in universities in England exploring their perception of extremism, “Islamist extremism” and far right extremist ideology and how it impacts their lives. The chapter argues for a move away from the surveillance agenda to one that promotes critical and “engaged pedagogy” as a means of challenging extremist thought rather than silencing it.
