Countering violent extremism in education: a human rights analysis
Article
Svennevig, H., Jerome, L. and Elwick, A. 2021. Countering violent extremism in education: a human rights analysis. Human Rights Education Review. 4 (1), pp. 91-110. https://doi.org/10.7577/hrer.3980
| Type | Article |
|---|---|
| Title | Countering violent extremism in education: a human rights analysis |
| Authors | Svennevig, H., Jerome, L. and Elwick, A. |
| Abstract | Governments around the world have developed a range of policy approaches for countering violent extremism (CVE) in education. In this article we review a United Kingdom (UK) government website offering a library of resources (Educate Against Hate), evaluating the extent to which it is consistent with human rights principles. Whilst the advice, guidance and resources are varied and inconsistent, our analysis shows that children are frequently perceived as potential victims in need of protection, rather than individuals with agency, and they are rarely considered explicitly as rights holders. Whilst an equalities framework is used throughout the website, this is rarely linked to human rights, and does not prevent some stereotypical views of religious minorities being promoted. The article ends with an outline of how a more explicit engagement with children’s rights might help teachers to better align CVE policy with human rights education (HRE) principles. |
| Publisher | University of South Eastern Norway |
| Journal | Human Rights Education Review |
| ISSN | 2535-5406 |
| Publication dates | |
| Online | 11 Mar 2021 |
| Publication process dates | |
| Deposited | 07 Apr 2021 |
| Submitted | 03 Sep 2020 |
| Accepted | 01 Feb 2021 |
| Output status | Published |
| Publisher's version | License |
| Copyright Statement | (c) 2021 Mr. Hans Svennevig, Dr. Lee Jerome, Dr. Alex Elwick |
| Additional information | Vol. 4 No. 1 (2021): Special issue International Conference on Education and Democratic Citizenship (ICEDC) |
| Digital Object Identifier (DOI) | https://doi.org/10.7577/hrer.3980 |
| Language | English |
Permalink -
https://repository.mdx.ac.uk/item/894x1
Download files
47
total views5
total downloads1
views this month0
downloads this month
Export as
Related outputs
A systematic literature review of research examining the impact of citizenship education on active citizenship outcomes
Jerome, L., Hyder, F., Hilal, Y. and Kisby, B. 2024. A systematic literature review of research examining the impact of citizenship education on active citizenship outcomes. Review of Education. 12 (2). https://doi.org/10.1002/rev3.3472Combatting conspiracies in the classroom: Teacher strategies and perceived outcomes
Jerome, L., Kisby, B. and McKay, S. 2024. Combatting conspiracies in the classroom: Teacher strategies and perceived outcomes. British Educational Research Journal. https://doi.org/10.1002/berj.3955Reflections on citizenship education from England
Jerome, L. 2023. Reflections on citizenship education from England. The Social Educator. 41 (1), pp. 34-39.Citizenship education: building for the future
Jerome, L. and Moorse, L. 2023. Citizenship education: building for the future. in: Tam, H. (ed.) Who’s Afraid of Political Education: The challenge to teach civic competence and democratic participation Bristol, UK Policy Press. pp. 163-179Professional development
Jerome, L., Evers, G. and Suthern, A. 2021. Professional development. in: McGuinn, N., Ikeno, N., Davies, I. and Sant, E. (ed.) International Perspectives on Drama and Citizenship Education: Acting Globally Abingdon Routledge. pp. 191-197United Kingdom: Citizenship education in the United Kingdom: comparing England, Northern Ireland, Scotland and Wales
Jerome, L., Sant, E., Britton, A., Emerson, L., James, S. and Milliken, M. 2022. United Kingdom: Citizenship education in the United Kingdom: comparing England, Northern Ireland, Scotland and Wales. Journal of Social Science Education. 21 (4), pp. 1-22. https://doi.org/10.11576/jsse-5853Developing children's agency within a children's rights education framework: 10 propositions
Jerome, L. and Starkey, H. 2022. Developing children's agency within a children's rights education framework: 10 propositions. Education 3-13. 50 (4), pp. 439-451. https://doi.org/10.1080/03004279.2022.2052233Lessons in character education: incorporating neoliberal learning in classroom resources
Jerome, L. and Kisby, B. 2022. Lessons in character education: incorporating neoliberal learning in classroom resources. Critical Studies in Education. 63 (2), pp. 245-260. https://doi.org/10.1080/17508487.2020.1733037Talking tolerance: being deliberative about fundamental British values
Jerome, L., Liddle, A. and Young, H. 2021. Talking tolerance: being deliberative about fundamental British values. PRISM. 3 (2), pp. 48-61. https://doi.org/10.24377/prism.ljmu.0302204Children's rights education in diverse classrooms: pedagogy, principles and practice
Jerome, L. and Starkey, H. 2021. Children's rights education in diverse classrooms: pedagogy, principles and practice. London Bloomsbury.Talking about rights without talking about rights: on the absence of knowledge in classroom discussions
Jerome, L., Liddle, A. and Young, H. 2021. Talking about rights without talking about rights: on the absence of knowledge in classroom discussions. Human Rights Education Review. 4 (1), pp. 8-26. https://doi.org/10.7577/hrer.3979The deliberative classroom and the development of secondary students’ conceptual understanding of Democracy
Jerome, L., Liddle, A. and Young, H. 2020. The deliberative classroom and the development of secondary students’ conceptual understanding of Democracy. London, UK Middlesex University.Conclusion: reflections on the first five years of the Prevent duty in early years, primary, secondary and further education
Jerome, L., Busher, J., Armstrong, M., Choudhury, T., da Silva, R., Elwick, A., Fontana, G., James, N., Lewis, J., Robson, J., Svennevig, H. and Thomas, P. 2020. Conclusion: reflections on the first five years of the Prevent duty in early years, primary, secondary and further education. in: Busher, J. and Jerome, L. (ed.) The Prevent Duty in Education: Impact, Enactment and Implications Chams, Switzerland Palgrave Macmillan. pp. 159-169Introduction
Busher, J. and Jerome, L. 2020. Introduction. in: Busher, J. and Jerome, L. (ed.) The Prevent Duty in Education: Impact, Enactment and Implications Chams, Switzerland Palgrave Macmillan. pp. 1-10Student perspectives on Teaching and the Prevent policy
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. 55-75Making sense of the impact agenda in UK higher education: a case study of preventing violent extremism policy in schools
Jerome, L. 2020. Making sense of the impact agenda in UK higher education: a case study of preventing violent extremism policy in schools. Journal of Social Science Education. 19 (2), pp. 8-23. https://doi.org/10.4119/jsse-1558Training teachers for and through citizenship: learning from citizenship experiences
Bhargava, M. and Jerome, L. 2020. Training teachers for and through citizenship: learning from citizenship experiences. Societies. 10 (2), pp. 1-12. https://doi.org/10.3390/soc10020036Student voice in higher education: opening the loop
Young, H. and Jerome, L. 2020. Student voice in higher education: opening the loop. British Educational Research Journal. 46 (3), pp. 688-705. https://doi.org/10.1002/berj.3603Critiquing the "National Standards for School-based Initial Teacher Training Mentors" in England: what lessons can be learned from inter-professional comparison?
Jerome, L. and Brook, V. 2020. Critiquing the "National Standards for School-based Initial Teacher Training Mentors" in England: what lessons can be learned from inter-professional comparison? International Journal of Mentoring and Coaching in Education. 9 (2), pp. 121-135. https://doi.org/10.1108/IJMCE-04-2019-0057Teaching about terrorism, extremism and radicalisation: some implications for controversial issues pedagogy
Jerome, L. and Elwick, A. 2020. Teaching about terrorism, extremism and radicalisation: some implications for controversial issues pedagogy. Oxford Review of Education. 46 (2), pp. 222-237. https://doi.org/10.1080/03054985.2019.1667318Revisiting subject knowledge in citizenship education: understanding power and agency
Jerome, L. and Lalor, J. 2020. Revisiting subject knowledge in citizenship education: understanding power and agency. Education, Citizenship and Social Justice. 15 (2), pp. 104-118. https://doi.org/10.1177/1746197918800662The rise of character education in Britain: heroes, dragons and the myths of character
Jerome, L. and Kisby, B. 2019. The rise of character education in Britain: heroes, dragons and the myths of character. Cham, Switzerland Palgrave Pivot.Balancing securitisation and education in schools: teachers' agency in implementing the Prevent duty
Elwick, A. and Jerome, L. 2019. Balancing securitisation and education in schools: teachers' agency in implementing the Prevent duty. Journal of Beliefs and Values. 40 (3), pp. 338-353. https://doi.org/10.1080/13617672.2019.1600322The impact of the prevent duty on schools: a review of the evidence
Jerome, L., Elwick, A. and Kazim, R. 2019. The impact of the prevent duty on schools: a review of the evidence. British Educational Research Journal. 45 (4), pp. 821-837. https://doi.org/10.1002/berj.3527Identifying an educational response to the prevent policy: student perspectives on learning about terrorism, extremism and radicalisation
Jerome, L. and Elwick, A. 2019. Identifying an educational response to the prevent policy: student perspectives on learning about terrorism, extremism and radicalisation. British Journal of Educational Studies. 67 (1), pp. 97-114. https://doi.org/10.1080/00071005.2017.1415295Hypocrites or heroes? Thinking about the role of the teacher in human rights education
Jerome, L. 2018. Hypocrites or heroes? Thinking about the role of the teacher in human rights education. Human Rights Education Review. 1 (2), pp. 46-64. https://doi.org/10.7577/hrer.2873Evaluation report on the ACT Building Resilience Project
Jerome, L. and Elwick, A. 2016. Evaluation report on the ACT Building Resilience Project. Association for Citizenship Teaching.Interpreting children's rights education: three perspectives and three roles for teachers
Jerome, L. 2016. Interpreting children's rights education: three perspectives and three roles for teachers. Citizenship, Social and Economics Education. 15 (2), pp. 143-156. https://doi.org/10.1177/2047173416683425What do citizens need to know? An analysis of knowledge in citizenship curricula in the UK and Ireland
Jerome, L. 2018. What do citizens need to know? An analysis of knowledge in citizenship curricula in the UK and Ireland. Compare: a Journal of Comparative and International Education. 48 (4), pp. 483-499. https://doi.org/10.1080/03057925.2017.1295808Citizenship education north and south: learning and progression (CENSLP) - final project report
Jerome, L. and Lalor, J. 2016. Citizenship education north and south: learning and progression (CENSLP) - final project report. SCOTENS.Power, pedagogy and participation: ethics and pragmatics in research with young people
Starkey, H., Akar, B., Jerome, L. and Osler, A. 2014. Power, pedagogy and participation: ethics and pragmatics in research with young people. Research in Comparative and International Education. 9 (4), pp. 426-440. https://doi.org/10.2304/rcie.2014.9.4.426