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Investigating the Counter-Terrorism and Security Act in Higher Education

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Terrorism in the Classroom

Part of the book series: Palgrave Studies in Risk, Crime and Society ((PSRCS))

Abstract

This chapter focuses on the Counter-Terrorism and Security Act (CTSA) and provides original empirical findings examining university lecturer perceptions of the new public duty within the CTSA. Emphasis is placed on the role of monitoring carried out by individuals as part of their job description—university lecturers monitoring their charges for indications of radicalisation or extremism. The chapter reviews the roles of university lecturers as an example of how public sector workers must perform the role of the security worker. As our findings demonstrate, there are tensions and contradictions felt by those mandated; for instance, a fear of not knowing when or how to report or even a no sense of defensive reporting—where due to the ambiguity in which the role of these duties are set, actors feel they must report all, for fear of repercussions. Equally, there are clear instances of resistance to how these newfound roles have been implemented and the challenges they instil to the freedoms and expectations that university lecturers hold dear.

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Authors and Affiliations

  1. Centre for Applied Criminology, Birmingham City University, Birmingham, UK

    Imran Awan

  2. Birmingham City University, Birmingham, UK

    Keith Spiller & Andrew Whiting

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  1. Imran Awan
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  2. Keith Spiller
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  3. Andrew Whiting
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Awan, I., Spiller, K., Whiting, A. (2019). Investigating the Counter-Terrorism and Security Act in Higher Education. In: Terrorism in the Classroom. Palgrave Studies in Risk, Crime and Society. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-01710-1_7

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  • DOI: https://doi.org/10.1007/978-3-030-01710-1_7

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  • Publisher Name: Palgrave Pivot, Cham

  • Print ISBN: 978-3-030-01709-5

  • Online ISBN: 978-3-030-01710-1

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