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This open access book explores the enactment, impact and implications of the Prevent Duty across a range of educational contexts. In July 2015 the UK became the first country to place a specific legal requirement on those working in education to contribute to efforts to 'prevent people from being drawn into terrorism'. Drawing on extensive research with staff, children and young people, the editors and contributors provide new insight into how this high-profile - and highly contentious - policy has shaped educational practice in Britain today. It will be a valuable resource for researchers, policymakers and others interested in the design, implementation and on-the-ground effects of Prevent or similar programmes internationally that place education at the heart of efforts to prevent or counter violent extremism.
List of contents
Chapter 1. Introduction; Joel Busher and Lee Jerome.- Chapter 2. Britain's Prevent Strategy: Always changing, always the same?; Paul Thomas.- Chapter 3. The introduction of the Prevent Duty into schools and colleges: Stories of continuity and change; Joel Busher, Tufyal Choudhury and Paul Thomas.- Chapter 4. Student perspectives on teaching and the Prevent policy; Alex Elwick, Lee Jerome and Hans Svennevig.- Chapter 5. Enacting the Prevent Duty in early childhood education settings; Jenny Robson- Chapter 6. Enacting the Prevent Duty in primary schools; Raquel da Silva, Giuditta Fontana and Megan A. Armstrong.- Chapter 7. Enacting the Prevent Duty in secondary schools; James Lewis.- Chapter 8. Enacting the Prevent Duty in further education; Natalie James
About the author
Joel Busher is Associate Professor at the Centre for Trust, Peace and Social Relations at Coventry University, UK. He has published extensively on far right and anti-minority politics; the dynamics of contentious politics; the escalation, de-escalation and non-escalation of political violence; and the enactment of counter-terrorism policy and its societal impacts.
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.
