Securitising education: An exploration of teachers’ attitudes and experiences regarding the implementation of the Prevent duty in sixth form colleges

Moffat, A. and Gerard, F.J. 2020. Securitising education: An exploration of teachers’ attitudes and experiences regarding the implementation of the Prevent duty in sixth form colleges. Critical Studies on Terrorism. 13 (2), pp. 197-217. https://doi.org/10.1080/17539153.2019.1629860

TitleSecuritising education: An exploration of teachers’ attitudes and experiences regarding the implementation of the Prevent duty in sixth form colleges
TypeJournal article
AuthorsMoffat, A. and Gerard, F.J.
Abstract

The government’s counterterrorism policy, known as CONTEST, has four components: Pursue, Protect, Prepare and Prevent. The Counterterrorism and Security Act in 2015 led to changes to Prevent by placing a legal duty on frontline staff, such as teachers, to enact Prevent in schools and colleges. Currently, the impact of these changes is not well understood, and the present study explores the attitudes and experiences of sixth form college teachers regarding the implementation of the Prevent duty. Fourteen participants across three London colleges took part in semi-structured interviews regarding their training experiences, the implementation of the Prevent duty, knowledge about radicalisation and extremism, and teaching British values. Thematic analysis of the interview transcripts revealed five main themes: training experiences; reporting students; confidence; the association of Islam with Prevent; and protecting students. This study discusses possible changes to Prevent’s implementation in educational settings and the development of community out-reach programmes. In addition, it suggests future research directions, such as empirical research on the effectiveness of de-radicalisation programmes.

Keywords Prevent
radicalisation
extremism
teachers
education
JournalCritical Studies on Terrorism
Journal citation13 (2), pp. 197-217
ISSN1753-9153
Year2020
PublisherTaylor & Francis
Accepted author manuscript
File Access Level
Open (open metadata and files)
Digital Object Identifier (DOI)https://doi.org/10.1080/17539153.2019.1629860
Publication dates
Published online16 Jun 2019
Published in print2020

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