Religion, Schooling, Community, and Security
Exploring Transitions and Transformations in England
Bibliographic Data
| ID | 12814871 |
|---|---|
| Authors | David Lundie (0000-0003-2913-8962, Plymouth Marjon University, corresponding author) |
| Year | 2017 |
| Volume | 11 |
| Issue | 3 |
| Pages | 117-123 |
| Publication date | 2017-05-22 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Diaspora Indigenous and Minority Education (JOURNAL) |
| Journal identifiers | ISSN: 1559-5692 • E-ISSN: 1559-5706 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15595692.2017.1325357 |
| OpenAlex | W2620505413 |
| Language | EN |
| Citations received | 5 |
| References cited | 14 |
Education is a complex social practice. In the United Kingdom context, schooling is further nested within the complex social practices of community governance, quasi-market public choice, and religion. This essay explores the shifting definitions of community and education in the context of the Counter Terrorism and Security Act 2015, which places a duty on all public bodies, including schools, to prevent violent extremism. Drawing on analyses of the “Trojan Horse” moral panic in Birmingham schools in 2014 and guidance documents operationalizing the educational policy changes that followed, two distinct discourses can be observed, derived from different policy directions. One discourse is the social, concerned with integration and at times assimilation toward national norms; and the other is the communal, concerned with internal cohesion and development within the Muslim community. These can be characterized as societal “we identities” in vertical tension (Buzan, 1998)
New england · Political science · Politics · Sociology · Law · Religion and Society Interactions · Religion, Society, and Development · Religious Education and Schools
Networks, new governance and education
Sketching Muslims
Security
Outsiders or insiders? Identity, educational success and Muslim young men in England
Creating “Invited” Spaces for Counter-Radicalization and Counter-Extremism Education
I Am a Muslim Not an Extremist”
From hijab to jilbab and the ‘myth’ of British identity
A critique of the teaching standards in England (1984–2012)
Respect Study' the Treatment of Religious Difference and Otherness
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,71 |
| Citation span | 2019 - 2021 (3) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |