Taylor, B.; Mills, M.; Elwick, A.; Pillinger, C.; Gronland, G.; Hayward, J.; Hextall, I.; Panjwani, F.

Addressing extremism through the classroom. A research report from the Centre for Teachers & Teaching Research

Technical report

Taylor, B., Mills, M., Elwick, A., Pillinger, C., Gronland, G., Hayward, J., Hextall, I. and Panjwani, F. 2021. Addressing extremism through the classroom. A research report from the Centre for Teachers & Teaching Research. London, UK UCL Institute of Education.

Publication dates
Type	Technical report
Title	Addressing extremism through the classroom. A research report from the Centre for Teachers & Teaching Research
Authors	Taylor, B., Mills, M., Elwick, A., Pillinger, C., Gronland, G., Hayward, J., Hextall, I. and Panjwani, F.
Abstract	The Centre for Teachers & Teaching Research explore the experiences of schools in promoting British values and helping young people resist extremist ideas and groups. A research report commissioned by the charity SINCE 9/11 on the 20th anniversary of the September 11th attacks.
Research Group	Centre for Education Research and Scholarship (CERS)
Publisher	UCL Institute of Education
Place of publication	London, UK
Print	Sep 2021
Publication process dates
Deposited	06 Oct 2021
Output status	Published
Web address (URL)	https://discovery.ucl.ac.uk/id/eprint/10133809/
Language	English

Permalink -

https://repository.mdx.ac.uk/item/89842

Log in to edit

Restricted files

Publisher's version

Under embargo indefinitely

104
total views
1
total downloads
1
views this month
0
downloads this month

Export as

Related outputs

Countering violent extremism in education: a human rights analysis

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

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. 159-169

Student 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. 55-75

Alternative universities: speculative design for innovation in higher education [Book review]

Elwick, A. 2021. Alternative universities: speculative design for innovation in higher education [Book review]. Educational Review. 73 (1), pp. 129-130. https://doi.org/10.1080/00131911.2020.1774166

Valuing diversity in universities: institutional value statements and the reality of student intakes

Elwick, A. 2020. Valuing diversity in universities: institutional value statements and the reality of student intakes. Journal of Higher Education Policy and Management. 42 (3), pp. 269-284. https://doi.org/10.1080/1360080x.2019.1701848

Teaching 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/10.1080/03054985.2019.1667318

Young children’s experiences of music and soundings in museum spaces: lessons, trends and turns from the literature

Elwick, A., Burnard, P., Huhtinen-Hildén, L., Osgood, J. and Pitt, J. 2020. Young children’s experiences of music and soundings in museum spaces: lessons, trends and turns from the literature. Journal of Early Childhood Research. 18 (2), pp. 174-188. https://doi.org/10.1177/1476718X19888717

Problematising social mobility in relation to Higher Education policy

Elwick, A. 2019. Problematising social mobility in relation to Higher Education policy. Higher Education Quarterly. 73 (4), pp. 507-520. https://doi.org/10.1111/hequ.12220

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/10.1080/13617672.2019.1600322

The 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.3527

Sustaining success: high performing government schools in London

McAleavy, T., Elwick, A. and Hall-Chen, A. 2018. Sustaining success: high performing government schools in London. Education Development Trust.

The values of English universities: questioning the role of value statements and mapping their current focus

Elwick, A. 2018. The values of English universities: questioning the role of value statements and mapping their current focus. Higher Education Policy. https://doi.org/10.1057/s41307-018-0112-x

Identifying 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/10.1080/00071005.2017.1415295

In pursuit of quality: early childhood qualifications and training policy

Elwick, A., Osgood, J., Robertson, L., Sakr, M. and Wilson, D. 2018. In pursuit of quality: early childhood qualifications and training policy. Journal of Education Policy. 33 (4), pp. 510-525. https://doi.org/10.1080/02680939.2017.1416426

Early Years Training and Qualifications in England: Issues for policy and practice

Osgood, J., Elwick, A., Robertson, L., Sakr, M. and Wilson, D. 2017. Early Years Training and Qualifications in England: Issues for policy and practice. TACTYC.

Early Years Teacher and Early Years Educator: a scoping study of the impact, experiences and associated issues of recent early years qualifications and training in England

Osgood, J., Elwick, A., Robertson, L., Sakr, M. and Wilson, D. 2017. Early Years Teacher and Early Years Educator: a scoping study of the impact, experiences and associated issues of recent early years qualifications and training in England. TACTYC.