Reimagining Prevent Duty in schools
How Teachers Can Support Students in Their Liberation From Racialised Narratives of Radicalisation
Bibliographic Data
| ID | 6058237 |
|---|---|
| Authors | Neil Hart (0000-0002-6902-8699, University College London, corresponding author), Neil A Hart |
| Year | 2021 |
| Volume | 40 |
| Issue | 2 |
| Pages | 180-198 |
| Publication date | 2021-02-09 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Equal Opportunities International (JOURNAL) |
| Journal identifiers | ISSN: 1758-7093 • E-ISSN: 2040-7149 |
| Publisher | Emerald (PUBLISHER) |
| DOI | 10.1108/edi-12-2019-0305 |
| OpenAlex | W3126699729 |
| Language | EN |
| References cited | 25 |
Purpose An accessible resource on the role of teachers in perpetuating inequality through Prevent Duty, with guidance on how to change teaching practice to empower Muslim students. Design/methodology/approach The paper uses critical race theory (CRT) to interrogate power and Whiteness in the interaction of teachers and students when complying with Prevent Duty and delivering lessons on fundamental British values. This is illustrated through a constructed narrative between three characters in a London school, and offers a Freirean approach to empowering students through Prevent delivery. Findings A disproportionately White profession is acting in what they perceive to be the best interest of their students, while failing to interrogate their own position of power and not creating opportunities to be guided by Muslim voices. As a consequence Muslim students continue to be oppressed. Practical implications Teachers can disrupt Prevent Duty while complying with its legal obligations by interrogating their own position of Whiteness. They can work with students to ensure Muslim voices lead discussion around Prevent and the inequality in society that is being reproduced by Prevent Duty. Social implications There is potential for good teaching practice to overcome the structural racism and continued inequality experienced by diverse Muslim communities. Originality/value The paper is an accessible application of CRT to Prevent Duty, a resource for teachers, students and activists. It can help in the recognition of the potential for even well-meaning teachers to act in ways that perpetuate inequalities. It provides a clear set of suggestions for teaching practices that can overcome this
Duty · Inequality · Narrative · Originality · Pedagogy · Political science · Public relations · Racism · Social science · Sociology · Computer Science · Critical and Liberation Pedagogy · Critical Race Theory in Education · Education Discipline and Inequality · Gender Studies · Law
The Prevent strategy and the UK ‘war on terror’
The impact of counter-terrorism measures on Muslim communities
Critical Race Theory in Education
Prevent
Racialization and Muslims
Spies, surveillance and stakeouts
The evolving role of critical race theory in educational scholarship
I don't think I'm a racist”
Rethinking white resistance
The stark reality of the ‘White Saviour’ complex and the need for critical consciousness
The colour of numbers
Youth, terrorism and education
Empowering Muslim girls? Post-feminism, multiculturalism and the production of the ‘model’ Muslim female student in British schools
From the 'Old' to the 'New' Suspect Community
Can I see your hair? Choice, agency and attitudes
Storytelling for Oppositionists and Others
White wars
Violence, Peace, and Peace Research
Critical Race Theory in Education
Why Should We Have to Prove We're Alright
| Highly cited | No |
|---|