Challenging extremism in the age of disinformation

WE HEAR a lot about how divided our country is at the moment and rightly so. The fault lines we’ve seen develop over the past few years should concern us all. And the result of this division – especially for our children – could mean public debate turning even more toxic in the future, particularly given the prevalence of “fake news”.

I’ve spent the past 18 months conducting an inquiry with colleagues on the Digital Culture Media and Sports Select Committee into disinformation and fake news and the role of social media.

The big tech platforms like Facebook and YouTube have, in many cases, allowed extreme views to go unchallenged. By questioning senior executives of those companies, I know that their age verification procedures are not fit for purpose. They have admitted as much. So that means younger and younger children are being exposed to both fake news and extremist content online.

So how do we ensure that children are equipped to recognise extremism and what is or isn’t fake news?

The educational charity Show Racism The Red Card, which I have worked with for many years, does great work in schools across Wales and the rest of the UK, challenging racism at its inception by using footballing role models to help break down barriers to understanding. These role models are doing some great work on this locally in Cardiff as well as right across Wales.

Recently I visited Roath Park Primary School in my constituency, where pupils take part in a six-lesson “Challenging Extremism” programme during Year Six. It’s part of an ambitious three-year project to help children counter intolerance and extremism through independent and critical

thinking.

As the school’s headteacher Mr Keohane says, it’s designed to allow children to “move forward in their lives as happy and confident individuals”.

The irony was not lost on me that this project is funded through the EU’s Erasmus programme, another example of how the EU has been at the forefront of breaking down barriers.

The programme helps children to understand what it means to be a good citizen, what stereotyping involves and how to express opinions sensitively and respect the opinions of others. In addition, children learn how to understand positive and negative extremism and their impact on society, what propaganda looks like and their rights as children to express opinions on issues of significance to them.

The programme allows children to develop a “critical eye” through which they’re able to identify trusted sources of news, be alert to forms of extremism and consider the information they read in a wider, well-rounded context.

It’s clear that this approach is working, with pupils like Aleeza, who is moving on from the school this summer, saying: “We live in a multicultural city and world, and it is important that everyone’s rights are respected.” This just shows what value such positive intervention can have.

Likewise, it’s clear that the pupils recognise the need for a step-change in how we all approach extremism.

Jayden, another Year Six pupil, said after completing the course: “We hear so much negativity about this subject on the news and social media. These lessons really help us to understand the differences we have within our community.”

Allowing these issues to remain a taboo in any section of our society is only going to make these problems more pronounced. If they remain unchallenged at an early age, we risk this age of disinformation becoming entrenched in a way that will inevitably be incredibly difficult to reverse.

But, as anyone who’s heard of the Government’s Prevent strategy will understand, such schemes will only be successful if you bring people with you. I was impressed by how this has been front and centre of the school’s thinking when delivering this programme – parents were informed of the content of lessons in advance and the content was also extended to nearby faith groups.

This inclusive approach sends a strong message – that the descent to ever more polarised and prejudicial viewpoints can be checked by giving people the tools they need to get a fuller understanding of the big issues. This means that extremism is tackled, but it also actively builds trust in the wider community, far beyond the classroom.

The work being done at Roath Park Primary School, as well as Severn Primary and Kitchener Primary in Cardiff shows just how successfully these – at times seemingly uncontrollable – ideas can be challenged and ultimately defeated. I hope we can use this example to build a concerted fightback against disinformation, and the prejudice and racism that stems from it. I’m very proud to see Cardiff primary schools right at the heart of this vital work.