Abstract
Este artículo examinará el rol de las universidades británicas al educar tanto a sus estudiantes como a las comunidades que las rodean sobre el “otro”, usando el multiculturalismo y el Movimiento por la Libertad para combatir la ignorancia hacia “el otro”. Desde que tuvo lugar el referéndum del Brexit en junio de 2016, se han incrementado considerablemente el discurso y los delitos basados en el odio hacia el “otro” en el Reino Unido, tanto a nivel verbal como a través de los medios de comunicación social, por no hablar de las agresiones de carácter físico hacia inmigrantes y minorías étnicas. Los estudios más recientes sobre este fenómeno social indican que este incremento ha sido claramente avivado por las imágenes y el lenguaje exhibidos en los medios de comunicación británicos.
 Por lo tanto, el objetivo de este artículo es considerar el impacto de los medios de comunicación en la conceptualización del “otro” y explorar qué están haciendo las universidades británicas para enfrentar esta retórica y acciones. Consideraremos prácticas y políticas actuales y las posibles alternativas que las universidades pueden adoptar, así como las políticas que el gobierno podría implantar para contrarrestar tanto la xenofobia en general como la islamofobia en particular a nivel nacional.
Highlights
This essay will examine the role of the Higher Education system in the UK, in educating students and communities about the concept of ‘othering’, and how they can combat ignorance of the benefits of multiculturalism and Freedom of Movement
The Executive Summary reveals how ‘This study found elements of good practice in how providers are tackling sexual misconduct, hate crime and harassment, which others may find it helpful to know about and possibly learn from in developing their own approaches.’
As I write this, the UK remains in what Mike Finn has usefully coined ‘the Brexit moment’: a juncture at which understanding the impact of English isolationism affords opportunities for assessing how and what we research and teach, and for thinking about how students respond to, interpret, and contextualize political language and texts.[82]
Summary
It was in January 2013 that David Cameron, UK Prime Minister, declared his intention to hold a referendum on the UK’s relationship with the European Union. The United Kingdom European Union Membership Referendum ( known as the EU Referendum) was held on 23 June 2016 in the UK and Gibraltar, in order to gauge whether or not the electorate wished to continue the UK’s membership of the EU, positing the question within. Voter turnout was 72.2%, with 51.9% of those who voted in favour of leaving (with a standard deviation of 10.4% across UK local authority areas).[3] Under-18s were not eligible to vote; of those 18-24 year olds who voted, 74% voted to Remain in the EU.[4] Concerns about immigration and ‘the loss of a distinct national identity’ were two significant factors influencing voters who chose ‘Leave’.5. Along with other large, multicultural cities with significant numbers of undergraduates and graduates, voted in the majority for ‘Remain’.7
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