Education, Security and Intelligence Studies

Gearon, Liam

doi:10.1080/00071005.2015.1079363

Cited by 41 publications

(33 citation statements)

References 13 publications

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“…Recent policy has created an environment in which teachers are now accountable for the agendas of national security and anti‐terrorism and where Ofsted believes it is at liberty to police schools' interpretation of what constitutes fundamental British values, often with tragic consequences, for example, the ‘Trojan Horse’ affair (Arthur, ). Education has become a conduit through which the intersection of counter terrorism and the standards have resulted in the expectation that teachers will pursue and enforce a racialized security agenda (Gearon, ).…”

Section: Literature Reviewmentioning

confidence: 99%

To promote, or not to promote fundamental British values? Teachers’ standards, diversity and teacher education

Elton-Chalcraft

Lander

Revell

et al. 2016

British Educational Res J

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In this article we seek to problematize the presence of the requirement within the teachers' standards (DfE, 2012), that they 'should not undermine fundamental British values' in the context of initial teacher education in England. The inclusion of this statement within the teachers' code of conduct has made its way from the counter-terrorism strategy, Prevent and raises questions about Britishness, values and the relationship between the state and the profession more generally. We argue that the inclusion of the phrase within a statutory document that regulates the profession is de facto a politicization of the profession by the state thereby instilling the expectation that teachers are state instruments of surveillance. The absence of any wider debate around the inclusion of the statement is also problematic as is the lack of training for pre-service and inservice teachers since it means this concept of fundamental British values is unchallenged and its insidious racialising implications are unrecognised by most teachers.

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Section: Literature Reviewmentioning

confidence: 99%

To promote, or not to promote fundamental British values? Teachers’ standards, diversity and teacher education

Elton-Chalcraft

Lander

Revell

et al. 2016

British Educational Res J

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“…This has developed within the context of a spate of reported terrorist acts in Europe usually ascribed to Muslim extremism. The U.K. government response has included guidance to schools rooted in a counter-terrorism 'Prevent' strategy (Gearon 2015; also the main subject of another chapter in this volume). The impact in some schools has been a source of much disquiet in the education community.…”

Section: 'Prevent': Counter-terrorism Measures In Uk Schoolsmentioning

confidence: 99%

School Surveillance, Control, and Resistance in the United Kingdom

Carlile

2018

The Palgrave International Handbook of School Discipline, Surveillance, and Social Control

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“…Studies (Gearon 2015a) I provided some wider and deeper frames of reference to the historical as well as sharply emergent new relationship between education, security and intelligence studies. I identified three main aspects to the interface: the covert, the overt and the covert-overt.…”

Section: In a Special Issue Of The British Journal Of Educational Stumentioning

confidence: 99%

“…The article addressed some pertinent issues around the intensified political and security themes in religious education classrooms. From this article and other publications (Gearon 2012a(Gearon , 2013a(Gearon , 2015a(Gearon , 2015b, I have contributed two conceptual frames to the broad field at the intersection of religion in education, 'the politicisation of religion in education' and 'the securitisation of religion in education'. My basic argument, drawing on historical and contemporary analyses of the relationship between religion, politics, and pedagogy (Gearon 2008;also Gearon 2002aalso Gearon , 2002balso Gearon , 2003cf.…”

Section: Introductionmentioning

confidence: 99%

The counter-terrorist campus: Securitisation theory and university securitisation – Three Models

Gearon

2017

THE

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With intensified threats to global security from international terrorism, universities have become a focus for security concerns and marked as locus of special interest for the monitoring of extremism and counter-terrorism efforts by intelligence agencies worldwide.Drawing on initiatives in the United Kingdom and United States, I re-frame three – covert, overt and covert–overt – intersections of education, security and intelligence studies as a theoretical milieu by which to understand such counter-terrorism efforts.Against the backdrop of new legislative guidance for universities in an era of global terrorism and counter-terrorism efforts by security and intelligence agencies and their Governments, and through a review of Open-Source security/intelligence concerning universities in the United Kingdom and the United States, I show how this interstitial (covert, overt and covert– overt) complexity can be further understood by the overarching relationship between securitisation theory and university securitisation.An emergent securitised concept of university life is important because de facto it will potentially effect radical change upon the nature and purposes of the university itself.A current-day situation replete with anxiety and uncertainty, the article frames not only a sharply contested and still unfolding political agenda for universities but a challenge to the very nature and purposes of the university in the face of a potentially existential threat. Terrorism and counterterrorism, as manifest today, may well thus be altering the aims and purposes of the university in ways we as yet do not fully know or understand. This article advances that knowledge and understanding through a theoretical conceptualisation: the counter-terrorist campus.

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Education, Security and Intelligence Studies

Cited by 41 publications

References 13 publications

To promote, or not to promote fundamental British values? Teachers’ standards, diversity and teacher education

To promote, or not to promote fundamental British values? Teachers’ standards, diversity and teacher education

School Surveillance, Control, and Resistance in the United Kingdom

The counter-terrorist campus: Securitisation theory and university securitisation – Three Models

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