Preventing radicalisation: a systematic review of literature considering the lived experiences of the UK’s Prevent strategy in educational settings

Abstract

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English Self-Assessment Based on Pluralism in Preventing Radicalism

“…Based on the findings above, the integration of English text with pluralism is essential to make students understand pluralism to prevent the radicalism of youth. It relevant with Taylor & Soni (2017) also explained that the way to avoid radicalism includes identifying the children and schools in fostering an ethos of trust and safety around sharing and discussing views will be critical in providing spaces for radical views to be carefully examined and critiqued. Cultivate patriotism for young generation also prevents radicalism.…”

Medidas socioeducativas contra el terrorismo en nombre del Islam en Europa: implicaciones en España

“…Si seguimos utilizando estos indicadores no validados científicamente, obligando al profesorado a que detecten posibles casos de radicalización en su aula, seguiremos favoreciendo lo que ya ocurre en muchas escuelas de Inglaterra: la inhibición de los musulmanes a expresar su opinión sobre este tema (Taylor y Soni, 2017), lo cual es realmente contraproducente si se les quiere involucrar.…”

“…Una de las ineficiencias que más destacan los profesionales de la educación y las investigaciones en cuanto al programa Prevent es la atmósfera de miedo y sospecha que ha creado entre la comunidad musulmana. De esta forma, en lugar de alentar el debate en el aula sobre cuestiones controvertidas como esta, se tiende a evitar por miedo a ser señalado y derivado al programa antes mencionado(Taylor y Soni, 2017).Desde el gobierno, se han elaborado cursos para capacitar al profesorado y directores a identificar signos de radicalización en el alumnado y ayudarles a promover los «valores británicos fundamentales» en el aula. Finalmente, es necesario añadir que también se ha otorgado una gran importancia en los últimos años a la alfabetización mediática del alumnado (Jerome y Elwick, 2017), aspecto fundamental teniendo en cuenta las revistas y propaganda online que utilizan grupos terroristas dirigidas especialmente a los jóvenes.-Dinamarca:En Dinamarca no definen el extremismo violento como la oposición a los valores daneses fundamentales, como ocurre en el caso de Inglaterra, sino como el rechazo a valores democráticos fundamentales y utilización de la violencia para lograr objetivos ideológicos, políticos, religiosos, etc.…”

The impact of the Prevent duty on schools: A review of the evidence

“…Much of this material has been critical of the policy and has expressed concern at its unintended side‐effects, but there has been relatively little empirical research documenting the effects the policy is having in practice. This article builds on Taylor and Soni's () ‘systematic review of literature considering the lived experiences of the UK's Prevent strategy in educational settings’, focusing on material published between 2013 and 2016 (p. 241). That review only identified seven studies of relevance, and these ranged across education sectors, including both schools and universities.…”

“…Following Taylor and Soni's () original review, we have focused our discussion on the themes arising from the research rather than focusing on the methodology adopted in each article. However, as they noted in their synthesis, much of the research in this area is conducted by practitioners who are sometimes reporting studies undertaken with their own student teachers, or with colleagues in schools in partnership with their universities.…”