Identifying an Educational Response to the Prevent Policy
Student Perspectives on Learning about Terrorism, Extremism and Radicalisation
Bibliographic Data
| ID | 8406281 |
|---|---|
| Authors | Lee Jerome (0000-0003-0278-6986, Middlesex University, corresponding author), Alex Elwick (0000-0002-9930-798X, Middlesex University) |
| Year | 2019 |
| Volume | 67 |
| Issue | 1 |
| Pages | 97-114 |
| Publication date | 2019-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0007-1005 • E-ISSN: 1467-8527 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00071005.2017.1415295 |
| OpenAlex | W2774068698 |
| Language | EN |
| Citations received | 13 |
| References cited | 29 |
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
Criminology · Curriculum · Literacy · Pedagogy · Political science · Politics · Public relations · Safeguarding · Sociology · Terrorism · Violent extremism · Education Discipline and Inequality · Educator Training and Historical Pedagogy · Law · Medicine · Peace and Human Rights Education · Psychology
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| Unique citing works | 13 |
|---|---|
| Citations per year | 1,86 |
| Citation span | 2019 - 2025 (7) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 12 |