Counter-Terrorism and Security Bill — House of Lords, 2015-01-28
Topic: Mixed Topics
Nuala O'Loan (Crossbench, Unknown): My Lords, I have put my name to Amendments 104, 105 and 115, which seek to protect universities and other further and higher education institutions from being bound by this part of the Bill in the context of an academic function and protection of freedom of speech, and to Amendments 107 and 109, which seek to exclude from Schedule 3 to the Bill certain universities and other colleges in England, Wales and Scotland. I do not think that this provision applies to Northern Ireland. I hope that the Minister will correct me if that is not the case The Bill seeks to put the Prevent programme on a statutory footing and I suspect has a greater impact than the Minister is willing to recognise. I have read carefully the letter which the Minister wrote to Members on making universities subject to the duty, which included a lot of statistics in relation to the number of people convicted of al-Qaeda-associated terrorist offences. I make one observation in relation to those figures. They do not necessarily indicate that the students were radicalised at university. There is evidence of terrorist organisations using universities to develop young people to be significant terrorist leaders because terrorism requires not just snipers and bombers but leaders, managers, logistics, procurement and all sorts of things, and that is the kind of skill you can pick up at university, so I think the issue is much more complex than is suggested Looking at Prevent on its own, the definition of terrorism includes non-violent terrorism, as the noble Baroness, Lady Lister, said. I am a member of the Joint Committee on Human Rights and the problem as I see it is that these amendments are designed to address a threat to freedom of speech and all the consequences that would follow from that. I will speak of those consequences, in part from my experiences as a chair at a university, albeit an Irish university, and as a former university academic. I taught for 20 years in a university. During that period, we had several terrorist bombs. We lived daily with the terrorist armed threat, particularly in relation to our students who were members of the security forces and the police. It is profoundly important, as we contemplate the unintended consequences that might result from this clause, that we do not politicise our universities in a way which would make them the target of attacks such as that on Lee Rigby and other attacks, such as bombings and suicide attacks. I do not say that to be scaremongering, but because it is profoundly important that we recognise that the war that is being fought against democracy is a war which is changing its tactics. There is a lot of evidence that it will move much further on to our territory The function of a university in educating its students includes the provision of safe space in which students can debate and discuss very sensitive issues. My experience has been that, very often where issues are particularly sensitive, students can almost be afraid to engage with them. They need that space and the recognition that it is right to engage with these issues. I think of my experience in trying to teach constitutional law to students in Northern Ireland. One half of the class sat on one side of the room and the other half sat on the other side of the room and there was to be no meeting of minds about what I was trying to teach them. There was a terror of articulating any views lest that be taken back to somebody and consequences might follow. It is vital that students develop the confidence to address and to challenge issues, to test propositions, so that they can take a greater part in the debate within and without the university and, when they leave university, in constitutional governance That is where we are now in England, Wales and Scotland. We need people who have been exposed to challenging argument and have the capacity and the confidence to think and to articulate views which are the product of reasoned judgment rather than bias and prejudice. Although we may think we know what we are talking about when we speak of terrorism, some of yesterday’s terrorists are today’s world leaders. What does that mean for our understanding and what does it mean for those in universities who contemplate non-violent political action against democracies or systems of law in other countries which they are articulating in their own university? Are they to be regulated by the universities because they may be perceived as possibly supporting terrorism? How will the universities know the answer to that We have to ensure space in our universities for debates. The JCHR says in its report that, "universities are precisely the places where there should be open and inclusive discussion of ideas. Broad terms such as ‘extremist’ or ‘radical’ are not capable of being defined with sufficient precision to enable universities to know … whether they … risk … being found to be in breach of the new duty" The JCHR talks of the inhibiting effect of the Bill as, "lecturers and students worry about whether critical discussion of fundamentalist arguments, or of the circumstances in which resort to political violence might be justified, could fall foul of the new duty" The noble Baroness, Lady Warsi, spoke very articulately on the definition of extremism. It is not an exclusive definition. It refers to opposition to British values, including democracy and the rule of law, but it is not exclusive. Universities will have to work out what other values are included in this definition. Even the chief constable of the Greater Manchester Police, Sir Peter Fahy, has expressed concern that this will leave too much discretion to the police when they are trying to deal with very difficult situations. In effect, the Bill will force them to make decisions when they are conducting policing operations which are more political policy decisions than operational policing decisions. That analogy also applies to universities. The National Union of Students, echoing calls by Universities UK and others, notes that any statutory guidance applying to universities needs to appreciate the particular freedoms of speech appropriate to an academic context, including allowing students and staff to speak freely on controversial issues. That needs to be retained in order to prevent the chilling effect on university campuses whereby people become wary of discussing difficult issues. Ignorance, prejudice, discrimination and unfounded fears can be the unintended products of restricting freedom of speech. Paradoxically, they can play their part in encouraging individuals to the cause of fundamentalism and even violence. We have seen that across the world.