Student perspectives on Teaching and the Prevent policy

Book chapter


Elwick, A., Jerome, L. and Svennevig, H. 2020. Student perspectives on Teaching and the Prevent policy. in: Busher, J. and Jerome, L. (ed.) The Prevent Duty in Education: Impact, Enactment and Implications Chams, Switzerland Palgrave Macmillan. pp. 55-75
Chapter titleStudent perspectives on Teaching and the Prevent policy
AuthorsElwick, A., Jerome, L. and Svennevig, H.
Abstract

In this chapter we shift our focus away from adults enacting policy to consider how young people think schools can help them to develop their knowledge and understanding of terrorism and extremism. The evidence suggests that young people generally support the values of democracy and reject the use of political violence, but they want their teachers to develop critical media and political literacy and trust them to explore multiple perspectives. Our review of government-endorsed educational resources concludes that they fall short of what young people want and often represent simplistic and uncritical counter-narratives. We argue that a genuinely educational approach will take more heed of young people’s opinions and engage in a more critical exploration of the issues.

Page range55-75
Book titleThe Prevent Duty in Education: Impact, Enactment and Implications
EditorsBusher, J. and Jerome, L.
PublisherPalgrave Macmillan
Place of publicationChams, Switzerland
ISBN
Hardcover9783030455583
Electronic9783030455590
Publication dates
Online25 Jul 2020
Publication process dates
Deposited15 Dec 2020
Output statusPublished
Publisher's version
License
Copyright Statement

© The Author(s) 2020.
This chapter is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence and indicate if changes were made.
The images or other third party material in this chapter are included in the chapter’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the chapter’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.

Web address (URL)https://link.springer.com/chapter/10.1007/978-3-030-45559-0_4
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-030-45559-0_4
LanguageEnglish
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