Community Cohesion and PREVENT: How Have Schools Responded?

Phillips, Chris; Tse, Daniel; Johnson, Fiona

doi:10.1037/e605432011-001

Cited by 10 publications

(6 citation statements)

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“…These cases suggest that the training and guidance given to educators is not clear enough to ensure that referrals are warranted. Moreover, Phillips, Tse, and Johnson (2011) found that schools were reported to be lacking confidence in how to interpret the Prevent duty, although confidence levels seemed to be related to the amount of training received.…”

Section: The Criticisms and Concerns Over The Prevent Dutymentioning

confidence: 99%

Securitising education: an exploration of teachers’ attitudes and experiences regarding the implementation of the Prevent duty in sixth form colleges

Moffat

Gerard

2019

Critical Studies on Terrorism

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The government's counter-terrorism policy, known as CONTEST, has four components, Pursue, Protect, Prepare and Prevent. The counter terrorism and security act in 2015 led to changes to Prevent by placing a legal duty on frontline staff, such as teachers, to enact Prevent in schools and colleges. Currently, the impact of these changes is not well understood, and the present study explores the attitudes and experiences of college teachers regarding the implementation of the Prevent duty. Fourteen participants, across three London colleges, took part in semi-structured interviews regarding their training experiences, the implementation of the Prevent duty, knowledge about radicalisation and extremism, and teaching British values. Thematic analysis of the interview transcripts revealed five main themes: training experiences; reporting students; confidence; the association of Islam with Prevent; and protecting students. This study discusses possible changes to Prevent's implementation in educational settings and the development of community out-reach programmes. In addition, it suggests future research directions, such as empirical research on the effectiveness of de-radicalisation programmes.

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Section: The Criticisms and Concerns Over The Prevent Dutymentioning

confidence: 99%

Securitising education: an exploration of teachers’ attitudes and experiences regarding the implementation of the Prevent duty in sixth form colleges

Moffat

Gerard

2019

Critical Studies on Terrorism

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“…Extended now to provide "greater support for universities and colleges, training staff to recognize the signs of radicalisation and improving awareness of help available to them." Faith communities are central, the Government providing "extra support, where appropriate, to help faith organisations reach people vulnerable to radicalisation" (Home Office 2011a,; 136 THE COUNTER TERRORIST CLASSROOM also Home Office 2005; 2011b; 2011c; see Philips, Tse, and Johnson, 2011).…”

Section: The United Kingdommentioning

confidence: 98%

The Counter Terrorist Classroom: Religion, Education, and Security

Gearon

2013

Religious Education

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“…Although schools are institutions that provide learning, education, and creativity much like mosques and universities (discussed below), they should not act as government institutions that involve teachers in monitoring their students for signs of extremism. Indeed, a survey conducted by Ipsos MORI in 2011 indicated that a number of schools disagreed with the Prevent policy (Phillips, Tse, and Johnson ). The role, therefore, of institutions being places that are at risk of extremism has now been broadened to cover colleges and universities.…”

Section: Prevent Policing and Schoolsmentioning

confidence: 99%

“I Am a Muslim Not an Extremist”: How the Prevent Strategy Has Constructed a “Suspect” Community

Awan

2012

Politics & Policy

103

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The aim of this article is to examine the new Prevent Strategy 2011 in the United Kingdom and critically analyze its impact upon British Muslim communities. The U.K. government's controversial Prevent Strategy 2011 has come under fierce opposition, with critics arguing that it will not actually prevent extremism but risks labeling the Muslim community as a “suspect” community. Following the British government review of counterterrorism policies and strategies in 2010, the article examines the key question: Will the new Prevent policy actually work? Recent studies show that previous Prevent policies have risked alienating the Muslim community (Kundnani). Indeed, the new Prevent Strategy 2011 also has the risk of the depoliticization of Muslim communities from wider civic society and risks creating a mosaic for extremist ideologies. The article argues that, in practice, Prevent is not particularly efficacious, and that the new strategy risks further marginalizing and stigmatizing Muslim communities. Related Articles Related Media BBC News. . “State Multiculturalism Has Failed, Says David Cameron.” http://www.bbc.co.uk/news/uk‐politics‐12371994 BBC News. . “Funding Cut for Extremist Groups in Terrorism Review.” http://www.bbc.co.uk/news/uk‐13678635 BBC Radio 4. . “The Report: Extremism in the UK.” http://www.bbc.co.uk/programmes/b0132p8m El objetivo de este artículo es examinar la nueva Estrategia de Prevención 2011 (Prevent Strategy 2011) en el Reino Unido y analizar críticamente su impacto en las comunidades musulmanas británicas. La controversial Estrategia de Prevención 2011 del gobierno del Reino Unido ha sido objeto de una fuerte oposición, con críticos afirmando que no prevendrá el extremismo y se arriesgará el encasillar a la comunidad musulmana como una comunidad “sospechosa.” Luego de la modificación del gobierno británico de sus políticas y estrategias contra el terrorismo del 2010, este artículo examina la pregunta clave: ¿funcionará la nueva política de prevención? Estudios recientes muestran que políticas de prevención anteriores han corrido el riesgo de alienar a la comunidad musulmana (Kundnani). En efecto, la nueva Estrategia de Prevención 2011 también corre el riego de despolitizar a la comunidad musulmana de la sociedad civil y se arriesga a crear un mosaico de ideologías extremistas. Este artículo sostiene que en la práctica, Prevención 2011 no es particularmente eficaz y que la nueva estrategia expone a una mayor marginalización y estigmatización de las comunidades musulmanas.

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Community Cohesion and PREVENT: How Have Schools Responded?

Cited by 10 publications

References 0 publications

Securitising education: an exploration of teachers’ attitudes and experiences regarding the implementation of the Prevent duty in sixth form colleges

Securitising education: an exploration of teachers’ attitudes and experiences regarding the implementation of the Prevent duty in sixth form colleges

The Counter Terrorist Classroom: Religion, Education, and Security

“I Am a Muslim Not an Extremist”: How the Prevent Strategy Has Constructed a “Suspect” Community

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