Teachers as informants

Countering extremism and promoting violence

Dados Bibliográficos

ID20503554
AutoresRob Faure-Walker (0000-0003-3641-6457, UCL Institute of Education, London, UK, autor correspondente)
Ano2019
Volume40
Fascículo3
Páginas368-380
Data de publicação2019-07-03
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Beliefs and Values (JOURNAL)
Identificadores do periódicoISSN: 1361-7672 • E-ISSN: 1469-9362
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13617672.2019.1600321
OpenAlexW2940681620
IdiomaEN
Citações recebidas16
Referências 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