Identifying an Educational Response to the Prevent Policy: Student Perspectives on Learning about Terrorism, Extremism and Radicalisation
Year: 2017
Type: article
Abstract: School responses to the Prevent agenda have tended to focus primarily on ‘safeguarding’ approaches, which essentially perceive some young people as being ‘at risk’ and potentially as presenting a risk to others. In this article, we consider evidence from secondary school students who experienced a curriculum project on terrorism, extremism and radicalisation. We argue that a curriculum response which addresses the acquisition of knowledge can build students’ critical capacity for engagement with radicalisation through enhanced political literacy and media literacy. We further argue this represents a genuinely educational response to Prevent, as opposed to a more restrictive securitised approach.
Authors: LEE Jerome, Alex Elwick
Institution: Middlesex University London
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2774068698