Teachers as informants

Countering extremism and promoting violence

Datos Bibliográficos

ID20503554
AutoresRob Faure-Walker (0000-0003-3641-6457, UCL Institute of Education, London, UK, autor de correspondencia)
Año2019
Volumen40
Número3
Páginas368-380
Fecha de publicación2019-07-03
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Beliefs and Values (JOURNAL)
Identificadores de la revistaISSN: 1361-7672 • E-ISSN: 1469-9362
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13617672.2019.1600321
OpenAlexW2940681620
IdiomaEN
Citas recibidas16
Referencias citadas11

This article is a response to Muslim students reporting that they had been silenced by fear of the PREVENT Counter-Terrorism Strategy. By adopting a Critical Realist stance, real generative mechanisms of this actual phenomenon are investigated and theorised. Recognition of changing definitions of both ‘radicalisation’ and ‘extremism’ in different versions of PREVENT results in the discursive aspect of these real generative mechanisms being investigated using critical discourse analysis (CDA). This analysis identifies the emergence of a violent discourse of ‘radicalisation’ and ‘extremism’ (RadEx) that it is theorised has the capacity to promote rather than prevent violence. Finally, a process by which this production of violence in the classroom might have been avoided is explored and this indicates that critique of government efforts to counter ‘radicalisation’ and ‘extremism’ is a vital aspect of pedagogy in the context of PREVENT and the War on Terror

Criminology · Political science · Sociology · Terrorism · Violent extremism · Critical Race Theory in Education · Education Discipline and Inequality · Educator Training and Historical Pedagogy · Law · Psychology · Social Psychology