Elwick, A;
Jerome, L;
Svennevig, H;
(2020)
Student Perspectives on Teaching and the Prevent Policy.
In:
The Prevent Duty in Education Impact, Enactment and Implications.
(pp. 55-75).
Springer Nature: Cham, Switzerland.
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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.
| Type: | Book chapter |
|---|---|
| Title: | Student Perspectives on Teaching and the Prevent Policy |
| ISBN: | 3030455599 |
| ISBN-13: | 9783030455590 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/978-3-030-45559-0_4 |
| Publisher version: | https://doi.org/10.1007/978-3-030-45559-0_4 |
| Additional information: | © 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 license and indicate if changes were made. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10121810 |
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