Identifying an educational response to the prevent policy: student perspectives on learning about terrorism, extremism and radicalisation

Jerome, Lee ORCID: https://orcid.org/0000-0003-0278-6986 and Elwick, Alex ORCID: https://orcid.org/0000-0002-9930-798X (2019) Identifying an educational response to the prevent policy: student perspectives on learning about terrorism, extremism and radicalisation. British Journal of Educational Studies, 67 (1) . pp. 97-114. ISSN 0007-1005 [Article] (doi:10.1080/00071005.2017.1415295)

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Abstract

School responses to the Prevent agenda have tended to focus primarily on ‘safeguarding’ approaches, which essentially perceive some young people as being ‘at risk’ and potentially as presenting a risk to others. In this article we consider evidence from secondary school students who experienced a curriculum project on terrorism, extremism and radicalisation. We argue that a curriculum response which addresses the acquisition of knowledge can build students’ critical capacity for engagement with radicalisation through enhanced political literacy and media literacy. We further argue this represents a genuinely educational response to Prevent, as opposed to a more restrictive securitised approach.

Item Type: Article
Research Areas: A. > School of Health and Education > Education
Item ID: 23398
Notes on copyright: This is an Accepted Manuscript of an article published by Taylor & Francis in British Journal of Educational Studies on 17/12/2017, available online: http://www.tandfonline.com/10.1080/00071005.2017.1415295
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Depositing User: Alex Elwick
Date Deposited: 24 Jan 2018 15:26
Last Modified: 09 Jun 2021 17:06
URI: https://eprints.mdx.ac.uk/id/eprint/23398

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