Overview
- Available to download Open Access
- Examines the impact of the Prevent Duty across educational contexts
- Highlights why educational practice has been shaped by the policy
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Table of contents (9 chapters)
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Front Matter
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Back Matter
Keywords
About this book
Reviews
“This invaluable book brings empirical rigour to a debate that is too often emotive, polarised and selective in its approach to the facts. By examining how the Prevent duty is enacted in practice, the authors provide a sound evidence base for future policy development.” (David Anderson QC, House of Lords, and former Independent Reviewer of Terrorism Legislation)
“In the current context of increased concern and a shifting landscape around terrorism, this is such an important book. As it traces how Prevent is being understood and rolled out across all sectors of education from early years to further education, it provides a nuanced yet persuasive narrative of policy implementation. The great strengths of the book are firstly its careful empirical research – in contrast to some of the armchair rants about the crushing weight and stigma of Prevent ... This book is crucial reading for at least three audiences: first, policy makers who are revising counter-terror and Prevent type strategies, second, those making judgements on Prevent enactment such as OFSTED, and third, those involved in training around extremism and radicalisation in schools. The book reveals what teachers and students actually want to know in this contested and complex area. It is an impressive read.” (Lynn Davies, Emeritus Professor of International Education, Birmingham University, UK, and Director of ConnectFutures)
“The involvement of educational institutions and professionals in counter-terrorism processes through the Prevent Duty has been controversial. This timely collection provides an incisive set of essay that emphasise teachers' and students' lived experiences of both the Prevent Duty and the requirement that teachers promote fundamental British values in schools. Based on up-to-date research, the authors emphasise the varying enactments of the Prevent Duty in different schools and colleges, and conclude by discussing what effect practitioners can have on the Duty aswell as the effect it has on them. This is vital reading for those interested in and wanting to go beyond the headlines to learn about the effects of the Prevent Duty on the ground.” (Carol Vincent, Professor of Sociology of Education, UCL Institute of Education, UK)
“This book provides evidence-based answers to critical questions that have long concerned those of us in the C/PVE field, especially policymakers and researchers. What is the impact on teachers and students of the “Prevent Duty” policy enactment? Do we need to talk about extremism to our students? Has this enactment had any negative effects? The UK has been a source of inspiration and learning for many countries working on C/PVE and this book helps answer many of the questions that this strategy has raised, especially about the positive and negative effects on the educational system.” (Pablo Madriaza, UNESCO Chair for the Prevention of Radicalisation and Violent Extremism (UNESCO-PREV))
Editors and Affiliations
About the editors
Lee Jerome is Associate Professor of Education at Middlesex University, UK He has published widely and explores three main themes in his research: citizenship education, children’s rights and teacher education. He is a founder-member of the Association for Citizenship Teaching (ACT) and is co-editor of their journal Teaching Citizenship.
Bibliographic Information
Book Title: The Prevent Duty in Education
Book Subtitle: Impact, Enactment and Implications
Editors: Joel Busher, Lee Jerome
DOI: https://doi.org/10.1007/978-3-030-45559-0
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2020
Hardcover ISBN: 978-3-030-45558-3Published: 25 July 2020
eBook ISBN: 978-3-030-45559-0Published: 24 July 2020
Edition Number: 1
Number of Pages: X, 176
Topics: Educational Policy and Politics, Terrorism, Terrorism and Political Violence, Education Policy, Schools and Schooling, Sociology of Education