Building a Terrorist House on Sand: A Critical Incident Analysis of Interprofessionality and the Prevent Duty in Schools in England

Autor/in	Lundie, David C.
Titel	Building a Terrorist House on Sand: A Critical Incident Analysis of Interprofessionality and the Prevent Duty in Schools in England
Quelle	In: Journal of Beliefs & Values, 40 (2019) 3, S.321-337 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361 7672
DOI	10.1080/13617672.2019.1600283
Schlagwörter	Terrorism; Prevention; Case Studies; Public Policy; National Security; School Safety; Moral Values; Institutional Characteristics; Critical Incidents Method; Foreign Countries; Professional Identity; Public Agencies; Police; Educational Policy; Teachers; Professional Personnel; Referral; News Reporting; Writing (Composition); Misconceptions; Fear; Ethics; Federal Legislation; Social Discrimination; Muslims; Elementary Secondary Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Terrorismus; Prävention; Vorbeugung; Case study; Fallstudie; Case Study; Öffentliche Ordnung; National territory; Security; Staatsgebiet; Sicherheit; Moral value; Ethischer Wert; Ausland; Öffentliche Einrichtung; Politics of education; Bildungspolitik; Lehrer; Lehrerin; Lehrende; Personalbestand; News report; Reportage; Schreibübung; Missverständnis; Furcht; Ethik; Bundesrecht; Soziale Benachteiligung; Soziale Schließung; Muslim; Muslimin
Abstract	In 2015, a duty came into effect requiring all public bodies, including schools, to engage with the UK Government's Prevent counter-terrorism strategy. This article presents two case studies from mid-size English cities, exploring the moral prototypes and institutional identities of professional mediators who made schools aware of their duties under Prevent. Mediators in each case included serving and former police, teachers and policy advisers, the majority of whom are now private consultants or operating small 3rd sector agencies. Drawing from in-depth interviews with 14 professionals, the article details the ways in which participants constructed their relationship to normative, deliberative and legal obligations. The article focuses on the recurrence of a high profile critical media incident in which a young child was allegedly subject to a referral for writing about living in a 'terrorist' (rather than 'terraced') house. Reaction to this incident was archetypal of the fear of media moral panic in reconstituting mediators' identities as Prevent professionals, illustrating how the enframing of events shifts professional moral codes, policy interpretation and implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01