Safeguarding, surveillance and control: school policy and practice responses to the Prevent Duty and the "War on Terror" in the UK

In this chapter we provide a critical analysis of counter-terrorism strategies (Prevent) in UK schools. We provide a critique of some key, and often controversial, aspects of the Prevent policy, from its introduction in schools, through to its implementation and outcomes. Research is limited, particularly in relation to students’ experiences of the strategy, but we review the existing evidence to provide some insights, as far as possible, into how Prevent has been received by teachers and students, its impact on the working practices of teachers, and the experiences of students and local communities subject to Prevent policy and practice. In so doing we raise questions about the implications of the Prevent strategy, in particular the heightened measures of security and surveillance, imposed upon teachers, students, and communities and point towards possibilities for future policy and practice.

This is a post-peer-review, pre-copyedit version of an chapter published in The Palgrave International Handbook of School Discipline, Surveillance, and Social Control. The final authenticated version is available online at: http://dx.doi.org/10.1007/978-3-319-71559-9_24