Identifying an Educational Response to the Prevent Policy: Student Perspectives on Learning about Terrorism, Extremism and Radicalisation

Autor/inn/en	Jerome, Lee; Elwick, Alex
Titel	Identifying an Educational Response to the Prevent Policy: Student Perspectives on Learning about Terrorism, Extremism and Radicalisation
Quelle	In: British Journal of Educational Studies, 67 (2019) 1, S.97-114 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Elwick, Alex)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2017.1415295
Schlagwörter	Terrorism; National Security; Antisocial Behavior; At Risk Persons; Secondary School Students; Political Attitudes; Media Literacy; Public Policy; Prevention; Student Attitudes; Citizenship Education; Foreign Countries; Resilience (Psychology); Program Descriptions; Islam; Fear; Social Values; Teaching Methods; United Kingdom + Suchen Sie Ihr Suchwort? Terrorismus; National territory; Security; Staatsgebiet; Sicherheit; Risikogruppe; Sekundarschüler; Political attitude; Politische Einstellung; Media skills; Medie competence; Medienkompetenz; Öffentliche Ordnung; Prävention; Vorbeugung; Schülerverhalten; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ausland; Furcht; Sozialer Wert; Teaching method; Lehrmethode; Unterrichtsmethode; Großbritannien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01