~[[Islamophobia]] ## Overview The University of Salford's work on defining and addressing Islamophobia emerged from specific incidents of harm that exposed institutional gaps in understanding and responding to anti-Muslim discrimination. This background note provides context for why the university needed its own definition and how it was developed. ## The Catalyst: ISOC Incident (Late 2023) ### What Happened A distressing incident of Islamophobia occurred at a charity stall hosted by the Islamic Society (ISOC) in the university library that became the catalyst for institutional change. For full details see: [[ISOC Incident and Islamophobia Working Group]] **Key impacts:** - Targeted students left deeply shaken - Exposed institutional gaps in recognising Islamophobia - Revealed shortcomings in response procedures - Police response was unsatisfactory - Demonstrated need for clear institutional definition ## The National Context: No Official Definition ### Government Position - **2018:** APPG on British Muslims proposed working definition - **2018-2025:** Successive UK governments declined to adopt it - **February 2025:** Government launched new Working Group on Anti-Muslim Hatred/Islamophobia - **Current status:** Reporting suggests Working Group may decline to produce definition ### APPG Definition (2018) "Islamophobia is rooted in racism and is a type of racism that targets expressions of Muslimness or perceived Muslimness" **Endorsements:** - Various public bodies - Political parties - Local authorities - Devolved governments - Trade unions - Universities **Criticism:** - Continues to attract criticism from various quarters - Not adopted by central government ## Why Universities Need Their Own Definitions In the continued absence of a state-sanctioned definition, it became vital for institutions like the University of Salford to establish their own definitions to: 1. **Demonstrate Proactive Commitment** - Shows equality, inclusion, and accountability - Rather than waiting for external directives many years overdue - May never materialise at national level 2. **Provide Shared Language** - Staff and students can identify Islamophobia consistently - Common understanding of what constitutes discrimination - Framework for discussing and addressing issues 3. **Enable Consistent Response** - Incidents recognised uniformly - Support and redress accessible - Policies grounded in lived realities 4. **Signal Institutional Values** - Islamophobia is breach of core values - Reinforces commitment to safeguarding community - Creates accountability framework ## University of Salford Context ### Demographics **Student Population:** - 20% of student body are Muslim - Compared to 13% of Greater Manchester population - Significant proportion affected by institutional approaches **National Comparison:** - 12% of UK university students are Muslim (2023/24) - 6.5% of UK population - Young demographic profile ### Statutory Duties The university is bound by multiple legal frameworks: 1. **Equality Act 2010** - Protection against discrimination on basis of religion/belief - Requires active steps to eliminate unlawful behaviour - Promote equality of opportunity - Foster good relations 2. **Public Sector Equality Duty (PSED)** - Give due regard to how policies affect different faiths - Actively improve experiences and participation - Proactive commitment beyond reacting to incidents - Create conditions where all can thrive 3. **Hate Crime Legislation** - Protection against anti-Muslim hatred - Response to hate incidents (below criminal threshold) - Integral to safeguarding responsibilities - Maintaining campus culture of respect 4. **OfS Statement of Expectations** - Clear, accessible, trusted policies - Effective reporting systems - Support mechanisms for harassment - Including Islamophobia specifically 5. **Higher Education (Freedom of Speech) Act** - Protecting open debate and academic freedom - Does NOT supersede Equality Act 2010 - Not justification for harassment or hate speech - Must be balanced with dignity and rights ## The Defining Islamophobia Working Group ### Formation Established in recognition of: - Growing concerns within university community - Wider societal context of persistent Islamophobia - Need for deliberate institutional response - Gap exposed by ISOC incident ### Recruitment Process **Open call for participation** circulated via: - Race Equity Group - EdRace (university's Minoritised Ethnic Colleague Network) **Inclusive approach ensured:** - Rooted in collaboration - Diverse expertise and experiences - Perspectives from across university - Academic, administrative, and student communities - Lived experience central ### Process **Iterative development:** - Series of meetings, discussions, feedback sessions - Consultation and reflection - Ensured definition reflected Muslim staff/student experiences - Aligned with broader EDI commitments - Carefully considered consensus **Outcome:** - Definition recognises Islamophobia as serious discrimination - Provides clear framework for identifying, understanding, addressing - Intended as living understanding - Annual review (or more frequent if needed) ## Development Philosophy ### Living Document Approach The definition is not static but designed to evolve: **Review frequency:** - Annually minimum - More frequently where necessary - Ensures continued relevance **What informs reviews:** - Evolving socio-political context - University changes - Higher education sector developments - National developments - Freedom of Speech legislation changes - Changing needs of Muslim community **Purpose:** - Remains both responsive and resilient - Foundation for future progress - Builds on learning and experience ### Key Principles 1. **Conceptually Sound** - Academically rigorous and well-founded 2. **Practical** - Can be applied in real situations 3. **Actionable** - Guides concrete steps and interventions 4. **Comprehensive** - Covers interpersonal, institutional, structural 5. **Collaborative** - Developed with those affected 6. **Responsive** - Can adapt to changing contexts ## Broader Context: Islamophobia in UK Higher Education ### Evidence Base National data shows Islamophobia is: - Pervasive across UK higher education - Systemic issue affecting wellbeing, attainment, satisfaction - Despite Muslims being 12% of students (disproportionately represented) ### Student Experiences **NUS findings:** - 1 in 3 Muslim students experienced abuse or hate incident - 1 in 4 would not report incidents - Harassment and microaggressions widespread - Stereotyping common - Viewed with suspicion - Asked to 'defend' faith or practices **Impact on outcomes:** - Less likely to achieve top degree classifications - More likely to drop out - Linked to bias, alienation, lack of support ### Structural Issues **AdvanceHE research:** - 2/3+ Muslim organisations report unfair treatment - From other staff and students - From HE institution policies and practices **Educational gaps:** - Educators report limited knowledge/confidence about Islam - Can result in misrepresentation or tokenism - Islam/Muslims often framed through stereotypes - Drawn from popular culture or media **Policy impacts:** - Prevent duty deepens sense of hypervisibility - Creates atmosphere of surveillance - Students hesitant to engage in political debate - Fear expressions of faith misinterpreted as extremism - Undermines belonging and academic freedom ## Why This Matters ### For the University - Legal obligations under Equality Act and PSED - 20% of students directly affected - Duty to provide safe learning environment - Commitment to EDI values - Model for sector ### For Muslim Staff and Students - Validates experiences - Creates framework for recognition and redress - Signals institutional commitment - Provides clear pathways for reporting - Supports sense of belonging - Affirms dignity and safety ### For Wider Community - Promotes understanding - Challenges prejudice - Creates culture of respect - Advances equity for all - Contributes to social justice ## Connection to EDI Framework The Islamophobia definition sits within university's broader commitment: > "Our ambition is to be a university where inclusivity is deliberately designed and embedded into all that we do, where every student and colleague feels like they matter and belong. Our culture and institutional values will support an inspirational learning and working environment which empowers people to lead with creativity and innovation that advances equity for all. We will be a university that dismantles those institutional structures and systems that lead to discrimination, removing barriers that stand in the way of achievement, and building our strengths in advancing equity." > > – University of Salford EDI Statement of Ambition ### Integration Points - Not standalone exercise - Part of holistic institutional effort - Connected to wider anti-racism work - Linked to intersectionality framework - Embedded in policy development - Informs strategic planning ## Key Outcomes ### The Definition See: [[University of Salford definition of Islamophobia]] "Islamophobia is a form of discrimination, intolerance, hostility, irrational fear, and/or hatred directed towards Muslims and those perceived as Muslim, as well as their belongings and places of worship. It is also known as anti-Muslim hatred." ### Implementation Guidance See: [[Islamophobia Implementation Guidance Pack]] Comprehensive guidance covering: - Understanding Islamophobia - Recognition across contexts - Implementation strategies - All university audiences - Legal and policy framework - Practical examples and case studies ### Project Management See: [[126.02 Finalise Islamophobia definition]] Active project to: - Finalise and distribute guidance - Integrate into policies - Deliver training - Establish reporting mechanisms - Create review framework ## Lessons from This Work ### What This Process Demonstrates 1. **Incidents can catalyse change** - Harm can become opportunity for progress 2. **Community voice is essential** - Those affected must shape response 3. **Proactivity is necessary** - Can't wait for external mandates 4. **Collaboration works** - Cross-community working groups effective 5. **Living documents are better** - Flexibility for evolving contexts 6. **Implementation matters** - Definition alone insufficient without action ### Model for Other Institutions This work provides potential model for: - Other universities developing definitions - Collaborative approach to EDI challenges - Student voice in institutional policy - Responding to incidents with systemic change - Balancing legal duties with moral commitments ## Recognition ### Aziz Awards 2025 The University of Salford was given a **'highly commended' award at the inaugural Aziz Awards** in London in November 2025 for its work in developing and implementing the Islamophobia definition. Current and former student officers attended the ceremony, alongside University colleagues. This recognition validates the approach taken and positions the work as a potential model for other institutions. See full case study: [[Case Study - Islamophobia Definition Project]] ## Theory of Change The project is grounded in the belief that **by being better able to identify islamophobia it becomes easier to address it**, both at a personal and institutional level. ## Related Notes - [[Islamophobia]] - [[University of Salford definition of Islamophobia]] - [[ISOC Incident and Islamophobia Working Group]] - [[Islamophobia Implementation Guidance Pack]] - [[APPG definition of islamophobia]] - [[126.02 Finalise Islamophobia definition]] - [[Case Study - Islamophobia Definition Project]] --- *This background demonstrates how specific incidents, combined with national context and institutional commitment, can drive meaningful progress in addressing systemic discrimination in higher education.*