Preventing Radicalisation: a Systematic Review of Literature considering the Lived Experiences of the UK's Prevent strategy in Educational Settings

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Preventing Radicalisation: a Systematic Review of Literature considering the Lived Experiences of the UK's Prevent strategy in Educational Settings. / Taylor, Laura; Soni, Anita.

In: Pastoral Care in Education, Vol. 35, No. 4, 2017, p. 241-252.

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@article{102e4c58c9bb428e967d056b896d7976,
title = "Preventing Radicalisation:: a Systematic Review of Literature considering the Lived Experiences of the UK's Prevent strategy in Educational Settings",
abstract = "This article surveys relevant literature on experiences of the Prevent Strategy in the UK in order to explore the role of schools in preventing radicalisation. The first section explores the concept of radicalisation and how this is positioned within UK policy and legislation followed by a review and critical appraisal of seven relevant articles. The following section synthesises themes from this literature in relation to pedagogical inefficacies in relation to academic freedom and flawed fundamental British values (FBV), and the problematic focus of the Prevent strategy in terms of surveillance and securitisation, and having a focus on individual vulnerability and ends with a positive example of Prevent funding. The article closes with implications for school staff. ",
keywords = "radicalisation, Prevent , fundamental British values (FBV)",
author = "Laura Taylor and Anita Soni",
year = "2017",
doi = "10.1080/02643944.2017.1358296",
language = "English",
volume = "35",
pages = "241--252",
journal = "Pastoral Care in Education",
issn = "0264-3944",
publisher = "Taylor & Francis",
number = "4",

}

RIS

TY - JOUR

T1 - Preventing Radicalisation:

T2 - a Systematic Review of Literature considering the Lived Experiences of the UK's Prevent strategy in Educational Settings

AU - Taylor, Laura

AU - Soni, Anita

PY - 2017

Y1 - 2017

N2 - This article surveys relevant literature on experiences of the Prevent Strategy in the UK in order to explore the role of schools in preventing radicalisation. The first section explores the concept of radicalisation and how this is positioned within UK policy and legislation followed by a review and critical appraisal of seven relevant articles. The following section synthesises themes from this literature in relation to pedagogical inefficacies in relation to academic freedom and flawed fundamental British values (FBV), and the problematic focus of the Prevent strategy in terms of surveillance and securitisation, and having a focus on individual vulnerability and ends with a positive example of Prevent funding. The article closes with implications for school staff.

AB - This article surveys relevant literature on experiences of the Prevent Strategy in the UK in order to explore the role of schools in preventing radicalisation. The first section explores the concept of radicalisation and how this is positioned within UK policy and legislation followed by a review and critical appraisal of seven relevant articles. The following section synthesises themes from this literature in relation to pedagogical inefficacies in relation to academic freedom and flawed fundamental British values (FBV), and the problematic focus of the Prevent strategy in terms of surveillance and securitisation, and having a focus on individual vulnerability and ends with a positive example of Prevent funding. The article closes with implications for school staff.

KW - radicalisation

KW - Prevent

KW - fundamental British values (FBV)

U2 - 10.1080/02643944.2017.1358296

DO - 10.1080/02643944.2017.1358296

M3 - Article

VL - 35

SP - 241

EP - 252

JO - Pastoral Care in Education

JF - Pastoral Care in Education

SN - 0264-3944

IS - 4

ER -