Student Perspectives on Teaching and the Prevent Policy

Elwick, Alex; Jerome, Lee; Svennevig, Hans

doi:10.1007/978-3-030-45559-0_4

Cited by 6 publications

(4 citation statements)

References 10 publications

(8 reference statements)

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“…In earlier work examining a small selection of classroom resources (Elwick et al, 2020) we concluded that they often fell short of providing young people with developed, critical and nuanced knowledge to help them counter extremism. We found the resources often over-simplified these complex subjects and reproduced stereotypes.…”

Section: A Human Rights Approach?mentioning

confidence: 95%

“…Those persons reading them to inform their own actions similarly have the capacity to engage in a readerly and writerly role, and therefore such an analysis cannot yield insights into how children actually experience the policy. Our previous work, reporting on young people's views, emphasised that students want an educational opportunity to learn about and improve their understanding of terrorism and violent extremism, as media coverage sometimes leaves them feeling overwhelmed and confused (Elwick, Jerome & Svennevig, 2020). This analysis aims to provide some indication about the extent to which this is achieved in the resources on offer.…”

Section: Methodsmentioning

confidence: 99%

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Countering violent extremism in education: a human rights analysis

Svennevig¹,

Jerome

Elwick³

2021

HRER

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Governments around the world have developed a range of policy approaches for countering violent extremism (CVE) in education. In this article we review a United Kingdom (UK) government website offering a library of resources (Educate Against Hate), evaluating the extent to which it is consistent with human rights principles. Whilst the advice, guidance and resources are varied and inconsistent, our analysis shows that children are frequently perceived as potential victims in need of protection, rather than individuals with agency, and they are rarely considered explicitly as rights holders. Whilst an equalities framework is used throughout the website, this is rarely linked to human rights, and does not prevent some stereotypical views of religious minorities being promoted. The article ends with an outline of how a more explicit engagement with children’s rights might help teachers to better align CVE policy with human rights education (HRE) principles.

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Section: A Human Rights Approach?mentioning

confidence: 95%

Section: Methodsmentioning

confidence: 99%

Countering violent extremism in education: a human rights analysis

Svennevig¹,

Jerome

Elwick³

2021

HRER

Self Cite

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“…If the Prevent policy positions teachers as agents of surveillance, then young people are positioned as vulnerable and needing protection, particularly those from Muslim communities. Elwick et al (2020) draw on empirical research with young people to conclude that Muslim students experience the teaching of fundamental British values (FBV) as exclusionary, discriminatory, and intimidating (Elwick et al, 2020, p. 61). They also found that "young people want to learn about terrorism and extremism to build their religious, political and critical media literacy" and counteract the brainwashing of the media (Elwick et al, 2020, p. 61).…”

Section: Muslims As a Suspect Communitymentioning

confidence: 99%

“…Young people in Elwick et al's study (2020) emphasized the importance of the teacher providing the full story rather than one-sided view from the media. Governmental resources such as *Educate Against Hate[https://educateagainsthate.com/]*, which aim to teach FBV, were criticized by Elwick et al (2020). They claim such resources reduce the teacher to an uncritical promoter of predetermined answers rather than allowing them to develop their professionalism as a facilitator for debates about the motives of terrorists and support young people in critiquing behaviors and motives and helping them to appreciate the complexities of democracy, tolerance, and mutual respect.…”

Section: Muslims As a Suspect Communitymentioning

confidence: 99%

Extremism, Values, and Education in Policy and Practice

Revell¹,

Elton-Chalcraft²

2021

Oxford Research Encyclopedia of Education

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The relationship between extremism and schools is a seemingly contradictory one. The UK Prevent Duty’s aim (to prevent and also root out extremism in schools) is often, ironically, blamed for aiding the radicalization process, but it is also identified by states and international bodies as a primary tool with which to combat it. In the early 21st century there has been a development of policies and law designed to prevent violent extremism (PVE) as a part of an international response to 9/11 in 2001 and the war on terror. Policy approaches to extremism in education were revised and reworked in the first and second decades of the 21st century in response to various events, including the 2005 London and 2017 Manchester bombings, and the increasing fear that education system had allowed homegrown terrorists raised in England to commit terrorist acts. The promotion of fundamental British values in school and teacher education contexts has been met with varied responses. Since the inception of this strategy, it has been criticized from a number of perspectives. The National Union of Teachers passed a motion at its annual conference in 2016 condemning the idea of promoting “fundamental British values” as an act of cultural supremacism and other researchers have noted that conceptually the strategy is flawed and counterproductive. In 2014 a document that was to become known as the Trojan Horse letter was leaked to Birmingham City Council, which outlined an alleged plot by hardline jihadists to take over a number of Birmingham schools. The outcome of the affair had ramifications beyond that initial cluster of schools and impacted on the way all schools engaged with the counterterrorism agenda. The furor surrounding the event acted as a catalyst for the generation of policy that introduced an even greater meshing between education and the security agenda, resulting in the concepts of Muslims being seen as a “suspect community” and teachers being positioned as “agents of surveillance.” Research has also investigated the extent to which there has been a “chilling effect” in educational settings in the early 21st century as a result of the Prevent policy, with both teachers and learners feeling under scrutiny, and cautious about speaking freely in their educational environment. Many researchers consider that teachers face a dilemma—to deliver governmental policy uncritically (the safe option to ensure compliance and positive outcomes in terms of Ofsted, the Office for Standards in Education, Children’s Services and Skills); or to challenge a perceived governmental stranglehold and take the more risky option, whereby teachers critically explore effective ways of promoting British values. Some scholars in the second decade of the 21st century have argued that teachers have subsumed counterterrorism policy into their own safeguarding practice. Extremism, values, and education is an emerging field in educational research, that is uncovering (among other things) the extent to which educational professionals from Early Years to university level challenge the prejudicial implications of the Prevent Duty legislation, are providing open spaces for critical and informed debate, and are adhering to policy to prevent violent extremism.

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Let’s talk about terrorism

Sjøen

2021

Journal of Peace Education

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Student Perspectives on Teaching and the Prevent Policy

Cited by 6 publications

References 10 publications

Countering violent extremism in education: a human rights analysis

Countering violent extremism in education: a human rights analysis

Extremism, Values, and Education in Policy and Practice

Let’s talk about terrorism

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