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, Giuditta Fontana, Natalie James, James Lewis, Jenny Robson, Hans Svennevig, Paul Thomas

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    Abstract

    This chapter reflects on the key conclusions from across the previous
    chapters. First, it discusses how the Prevent Duty has become normalised
    in schools, colleges and early years provision, as professionals
    incorporated it into existing structures and processes—both in the curriculum
    and through safeguarding. Second, it discusses how, whilst some professionals
    might have unconsciously reproduced potentially harmful
    stereotypes and simplistic assumptions about terrorism and extremism,
    others have consciously worked to mitigate the possible negative effects of
    the Duty, and have used the curriculum to further develop values education
    and opportunities for critical discussion. Third, the chapter reflects on
    the implications of the apparent banalisation of Prevent within education,
    and how this may or may not intersect with processes of securitisation.
    Original languageEnglish
    Title of host publicationThe Prevent Duty in Education
    Subtitle of host publicationImpact, Enactment and Implications
    EditorsJoel Busher, Lee Jerome
    Place of PublicationCham
    PublisherPalgrave Pivot, Cham
    Chapter9
    Pages159-170
    Number of pages12
    ISBN (Electronic)978-3-030-45559-0
    ISBN (Print)978-3-030-45558-3
    Publication statusPublished - 27 Jul 2020

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