Balancing securitisation and education in schools: teachers' agency in implementing the Prevent duty
Since the introduction of the Prevent duty across the UK, schools have had to balance the need to fulfil their responsibilities under the duty - often understood to include monitoring and surveillance - with their ultimate purpose to educate their students. This positions teachers within a particula...
Authors: | ; |
---|---|
Format: | Electronic Article |
Language: | English |
Check availability: | HBZ Gateway |
Journals Online & Print: | |
Fernleihe: | Fernleihe für die Fachinformationsdienste |
Published: |
Routledge
[2019]
|
In: |
Journal of beliefs and values
Year: 2019, Volume: 40, Issue: 3, Pages: 338-353 |
Standardized Subjects / Keyword chains: | B
Great Britain
/ School
/ Radicalization
/ Prevention
/ Intercultural learning
/ Pedagogics
|
RelBib Classification: | AD Sociology of religion; religious policy AX Inter-religious relations KBF British Isles ZC Politics in general ZF Education |
Further subjects: | B
teacher agency
B Counter-terrorism B anti-extremism B Securitisation |
Online Access: |
Presumably Free Access Volltext (Resolving-System) Volltext (doi) |
MARC
LEADER | 00000caa a22000002 4500 | ||
---|---|---|---|
001 | 167004517X | ||
003 | DE-627 | ||
005 | 20240409125706.0 | ||
007 | cr uuu---uuuuu | ||
008 | 190725s2019 xx |||||o 00| ||eng c | ||
024 | 7 | |a 10.1080/13617672.2019.1600322 |2 doi | |
035 | |a (DE-627)167004517X | ||
035 | |a (DE-599)KXP167004517X | ||
040 | |a DE-627 |b ger |c DE-627 |e rda | ||
041 | |a eng | ||
084 | |a 0 |2 ssgn | ||
100 | 1 | |a Elwick, Alex |e VerfasserIn |4 aut | |
245 | 1 | 0 | |a Balancing securitisation and education in schools |b teachers' agency in implementing the Prevent duty |c Alex Elwick |
264 | 1 | |c [2019] | |
336 | |a Text |b txt |2 rdacontent | ||
337 | |a Computermedien |b c |2 rdamedia | ||
338 | |a Online-Ressource |b cr |2 rdacarrier | ||
520 | |a Since the introduction of the Prevent duty across the UK, schools have had to balance the need to fulfil their responsibilities under the duty - often understood to include monitoring and surveillance - with their ultimate purpose to educate their students. This positions teachers within a particular set of tensions about their own beliefs about education, their values, and their roles and relationships with young people and communities. This article draws on interviews with classroom teachers and members of school leadership teams from 10 schools, in order to compare how teachers have understood and responded to those tensions. The article will focus on the various ways in which teachers frame the policy, and the ways in which they exercise agency in their responses. Drawing on an ecological approach to theorising teacher agency our data reveals how teachers develop different responses to anti-extremism policy depending on their role; their school contexts; and their own beliefs. Whilst in some important regards the statutory Prevent duty has 'closed down' some options, nevertheless teachers exercise agency to interpret and enact policy and, when translating the policy into a curriculum context, also make 'leaps' of interpretation as concepts such as fundamental British values are turned into lessons. | ||
601 | |a Implementation | ||
650 | 4 | |a anti-extremism | |
650 | 4 | |a Counter-terrorism | |
650 | 4 | |a Securitisation | |
650 | 4 | |a teacher agency | |
652 | |a AD:AX:KBF:ZC:ZF | ||
689 | 0 | 0 | |d g |0 (DE-588)4022153-2 |0 (DE-627)104665513 |0 (DE-576)208942076 |2 gnd |a Großbritannien |
689 | 0 | 1 | |d s |0 (DE-588)4053474-1 |0 (DE-627)104409630 |0 (DE-576)209103981 |2 gnd |a Schule |
689 | 0 | 2 | |d s |0 (DE-588)1138303283 |0 (DE-627)895684276 |0 (DE-576)492480818 |2 gnd |a Radikalisierung |
689 | 0 | 3 | |d s |0 (DE-588)4076308-0 |0 (DE-627)104364106 |0 (DE-576)209201428 |2 gnd |a Prävention |
689 | 0 | 4 | |d s |0 (DE-588)4245398-7 |0 (DE-627)104788364 |0 (DE-576)210471093 |2 gnd |a Interkulturelles Lernen |
689 | 0 | 5 | |d s |0 (DE-588)4044302-4 |0 (DE-627)106206168 |0 (DE-576)209060174 |2 gnd |a Pädagogik |
689 | 0 | |5 (DE-627) | |
700 | 1 | |e VerfasserIn |0 (DE-588)1045061263 |0 (DE-627)773567445 |0 (DE-576)398371016 |4 aut |a Jerome, Lee | |
773 | 0 | 8 | |i Enthalten in |t Journal of beliefs and values |d Abingdon : Routledge, 1980 |g 40(2019), 3, Seite 338-353 |h Online-Ressource |w (DE-627)320634914 |w (DE-600)2024386-8 |w (DE-576)094752656 |x 1469-9362 |7 nnns |
773 | 1 | 8 | |g volume:40 |g year:2019 |g number:3 |g pages:338-353 |
856 | |u https://eprints.mdx.ac.uk/26610/1/Balancing%20securitization%20and%20education%20in%20schools_JBV.pdf |x unpaywall |z Vermutlich kostenfreier Zugang |h repository [oa repository (via OAI-PMH doi match)] | ||
856 | 4 | 0 | |u https://www.tandfonline.com/doi/full/10.1080/13617672.2019.1600322 |x Resolving-System |3 Volltext |
856 | |u https://doi.org/10.1080/13617672.2019.1600322 |x doi |3 Volltext | ||
951 | |a AR | ||
ELC | |a 1 | ||
ITA | |a 1 |t 1 | ||
LOK | |0 000 xxxxxcx a22 zn 4500 | ||
LOK | |0 001 3497305251 | ||
LOK | |0 003 DE-627 | ||
LOK | |0 004 167004517X | ||
LOK | |0 005 20200615174424 | ||
LOK | |0 008 190725||||||||||||||||ger||||||| | ||
LOK | |0 040 |a DE-Tue135 |c DE-627 |d DE-Tue135 | ||
LOK | |0 092 |o n | ||
LOK | |0 852 |a DE-Tue135 | ||
LOK | |0 852 1 |9 00 | ||
LOK | |0 935 |a ixzs |a ixzo | ||
LOK | |0 936ln |0 1442044888 |a KBF | ||
LOK | |0 936ln |0 1550736965 |a ZC | ||
LOK | |0 936ln |0 1442053712 |a ZF | ||
LOK | |0 936ln |0 1442043253 |a AX | ||
LOK | |0 936ln |0 1442043016 |a AD | ||
OAS | |a 1 | ||
ORI | |a SA-MARC-ixtheoa001.raw | ||
REL | |a 1 | ||
STA | 0 | 0 | |a Great Britain,United Kingdom,Intercultural learning,Pedagogics,Pedagogics,Pedagogy,Education science,Paedagogy,Paedagogics,Education,Prevention,Precaution,Prophylaxis,Radicalization,School,School |
STB | 0 | 0 | |a Apprentissage interculturel,Prévention,Pédagogie,Pédagogie,Radicalisation,École,École |
STC | 0 | 0 | |a Aprendizaje intercultural,Escuela,Escuela,Pedagogía,Pedagogía,Prevención,Radicalización |
STD | 0 | 0 | |a Apprendimento interculturale,Pedagogia,Pedagogia,Prevenzione,Radicalizzazione,Scuola,Scuola |
STE | 0 | 0 | |a 学校,教育学,预防,防止 |
STF | 0 | 0 | |a 學校,教育學,預防,防止 |
STG | 0 | 0 | |a Aprendizagem intercultural,Escola,Escola,Pedagogia,Pedagogia,Prevenção,Radicalização |
STH | 0 | 0 | |a Межкультурное обучение,Педагогика (мотив),Педагогика,Предотвращение,Профилактика,Радикализация,Школа (мотив),Школа |
STI | 0 | 0 | |a Διαπολιτισμική μάθηση,Παιδαγωγική (μοτίβο),Παιδαγωγική,Πρόληψη,Ριζοσπαστικοποίηση,Σχολείο (μοτίβο),Σχολείο |
SUB | |a REL | ||
SYG | 0 | 0 | |a United Kingdom,Great Britain,UK (United Kingdom),Vereinigtes Königreich , Vereinigtes Königreich von Großbritannien und Nordirland,Großbritannien und Nordirland,England,UK,Angleterre,Brīṭāniyā al-ʿUẓmā,Brīṭāniya 'l-ʿUẓmā,Vereinigtes Königreich Großbritannien und Nordirland,United Kingdom,United Kingdom of Great Britain and Northern Ireland,Great Britain,Grande Bretagne,British Isles,United Kingdom of Great Britain and Ireland,Royaume-Uni,Gran Bretagna,UK,U.K.,GB,England,Grande-Bretagne,Grossbritannien,British Empire,Britisches Reich , Schulwesen,Schulform,Schulart,Schulsystem,Schulen , Prevention,Kriminalitätsvorbeugung,Vorbeugung,Verhütung,Vorbeugung,Prophylaxe,Vorsorge , Interkulturalität,Multikulturelles Lernen,Transkulturelles Lernen,Interkulturelles Training,Transkulturelles Training,Interkulturelles Coaching , Erziehungswissenschaft,Erziehungswissenschaften,Erziehungswissenschaft,Pädagogischer Prozess,Erziehungswissenschaften |
TIM | |a 100017070101_100020241231 |b 1707 - 2024 |