J. Busher, T. Choudhury, and P. Thomas’ “The enactment of the counter-terrorism ‘Prevent duty’ in British schools and colleges: Beyond reluctant accommodation or straightforward policy acceptance” in Critical Studies on Terrorism considers teacher perspectives on Prevent Duty, which requires UK teachers to report students they feel are at risk of radicalization. To learn more about the Prevent program, check out their earlier article “The fatal flaws in how schools are asked to tackle terror.”
When you reduce bullying in schools, you reduce other measures of hate in schools as well. That is the finding of Brett Lehman in “Stopping the Hate: Applying Insights on Bullying Victimization to Understand and Reduce the Emergence of Hate in Schools,” in Sociological Inquiry.
Above, image from the Twitter account of Hate-Free Schools Coalition, which seeks to ban hate symbols from public schools.
In “Time for a Teach-In? Addressing Racist Incidents on College Campuses,” published in Journal of Social Work Education, social work professors Joseph Kuilema, Lissa Schwander, Kristen Alford, Rachel Venema, and Stacia Hoeksema consider the history of the teach-in and the role of social work professors in addressing racism on campus.
In “When Hate Circulates on Campus to Uphold Free Speech,” published in Studies in Law, Politics, and Society, Jessica Johnson uses qualitative data from observations at a Milo Yiannopolis speech at a university to examine absolutist and more nuanced approaches to understanding free speech on campus.