The Prevent Duty in Education

1. Front Matter

   Pages i-x

   PDF

2. Introduction

   • Joel Busher, Lee Jerome

   Pages 1-10Open Access

3. Britain’s Prevent Strategy: Always Changing, Always the Same?

   • Paul Thomas

   Pages 11-31Open Access

4. The Introduction of the Prevent Duty into Schools and Colleges: Stories of Continuity and Change

   • Joel Busher, Tufyal Choudhury, Paul Thomas

   Pages 33-53Open Access

5. Student Perspectives on Teaching and the Prevent Policy

   • Alex Elwick, Lee Jerome, Hans Svennevig

   Pages 55-75Open Access

6. Enacting the Prevent Duty in Early Childhood Education Settings

   • Jenny Robson

   Pages 77-97Open Access

7. Enacting the Prevent Duty in Primary Schools

   • Raquel da Silva, Giuditta Fontana, Megan A. Armstrong

   Pages 99-115Open Access

8. Enacting the Prevent Duty in Secondary Schools

   • James Lewis

   Pages 117-137Open Access

9. Enacting the Prevent Duty in Further Education

   • Natalie James

   Pages 139-158Open Access

10. Conclusion: Reflections on the First Five Years of the Prevent Duty in Early Years, Primary, Secondary and Further Education

    • Lee Jerome, Joel Busher, Megan A. Armstrong, Tufyal Choudhury, Raquel da Silva, Alex Elwick et al.

    Pages 159-169Open Access

11. Back Matter

    Pages 171-176

    PDF

This open access book explores the enactment, impact and implications of the Prevent Duty across a range of educational contexts. In July 2015 the UK became the first country to place a specific legal requirement on those working in education to contribute to efforts to ‘prevent people from being drawn into terrorism’. Drawing on extensive research with staff, children and young people, the editors and contributors provide new insight into how this high-profile – and highly contentious – policy has shaped educational practice in Britain today. It will be a valuable resource for researchers, policymakers and others interested in the design, implementation and on-the-ground effects of Prevent or similar programmes internationally that place education at the heart of efforts to prevent or counter violent extremism. 

• Terrorism and education
• PREVENT duty in Schools
• Trojan horse and education
• Teacher duty of care
• British Values in Education
• Prevent duty in Further Education
• Open Access
• terrorism

“This invaluable book brings empirical rigour to a debate that is too often emotive, polarised and selective in its approach to the facts. By examining how the Prevent duty is enacted in practice, the authors provide a sound evidence base for future policy development.” (David Anderson QC, House of Lords, and former Independent Reviewer of Terrorism Legislation)

“In the current context of increased concern and a shifting landscape around terrorism, this is such an important book. As it traces how Prevent is being understood and rolled out across all sectors of education from early years to further education, it provides a nuanced yet persuasive narrative of policy implementation. The great strengths of the book are firstly its careful empirical research – in contrast to some of the armchair rants about the crushing weight and stigma of Prevent ... This book is crucial reading for at least three audiences: first, policy makers who are revising counter-terror and Prevent type strategies, second, those making judgements on Prevent enactment such as OFSTED, and third, those involved in training around extremism and radicalisation in schools. The book reveals what teachers and students actually want to know in this contested and complex area. It is an impressive read.” (Lynn Davies, Emeritus Professor of International Education, Birmingham University, UK, and Director of ConnectFutures)

“The involvement of educational institutions and professionals in counter-terrorism processes through the Prevent Duty has been controversial. This timely collection provides an incisive set of essay that emphasise teachers' and students' lived experiences of both the Prevent Duty and the requirement that teachers promote fundamental British values in schools. Based on up-to-date research, the authors emphasise the varying enactments of the Prevent Duty in different schools and colleges, and conclude by discussing what effect practitioners can have on the Duty as well as the effect it has on them. This is vital reading for those interested in and wanting to go beyond the headlines to learn about the effects of the Prevent Duty on the ground.” (Carol Vincent, Professor of Sociology of Education, UCL Institute of Education, UK)

“This book provides evidence-based answers to critical questions that have long concerned those of us in the C/PVE field, especially policymakers and researchers. What is the impact on teachers and students of the “Prevent Duty” policy enactment? Do we need to talk about extremism to our students? Has this enactment had any negative effects? The UK has been a source of inspiration and learning for many countries working on C/PVE and this book helps answer many of the questions that this strategy has raised, especially about the positive and negative effects on the educational system.” (Pablo Madriaza, UNESCO Chair for the Prevention of Radicalisation and Violent Extremism (UNESCO-PREV))

 

• Centre for Trust, Peace and Social Relations, Coventry University, Coventry, UK

  Joel Busher

• Department of Education, Middlesex University, London, UK

  Lee Jerome

Joel Busher is Associate Professor at the Centre for Trust, Peace and Social Relations at Coventry University, UK. He has published extensively on far right and anti-minority politics; the dynamics of contentious politics; the escalation, de-escalation and non-escalation of political violence; and the enactment of counter-terrorism policy and its societal impacts.


Lee Jerome is Associate Professor of Education at Middlesex University, UK He has published widely and explores three main themes in his research: citizenship education, children’s rights and teacher education. He is a founder-member of the Association for Citizenship Teaching (ACT) and is co-editor of their journal Teaching Citizenship.