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Author: Francis Farrell
Publisher: Springer Nature
ISBN: 3031306872
Category : Religion
Languages : en
Pages : 266
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Book Description
This book contributes to the small but growing critical literature on fundamental British values and the Prevent strategy in the British education system. Focusing specifically on RE, a subject concerned with multiculturalism, difference and pluralism, the book will argue that there is a tension between the aims of RE and the agenda of fundamental British values. The author argues that fundamental British values and the requirements of the Prevent duty (2015) amount to a securitization of education which fundamentally alters the relationship between teachers and learners. The book presents these developments in education policy as a radical discursive shift: drawing from in depth individual and group interviews with 52 secondary teachers of religious education, the book foregrounds the views of BAME teachers and argues for a nuanced and inclusive approach to civic and values education.
Author: Francis Farrell
Publisher: Springer Nature
ISBN: 3031306872
Category : Religion
Languages : en
Pages : 266
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Book Description
This book contributes to the small but growing critical literature on fundamental British values and the Prevent strategy in the British education system. Focusing specifically on RE, a subject concerned with multiculturalism, difference and pluralism, the book will argue that there is a tension between the aims of RE and the agenda of fundamental British values. The author argues that fundamental British values and the requirements of the Prevent duty (2015) amount to a securitization of education which fundamentally alters the relationship between teachers and learners. The book presents these developments in education policy as a radical discursive shift: drawing from in depth individual and group interviews with 52 secondary teachers of religious education, the book foregrounds the views of BAME teachers and argues for a nuanced and inclusive approach to civic and values education.
Author: Shereen Hamed Shaw
Publisher: Springer Nature
ISBN: 3031639693
Category :
Languages : en
Pages : 202
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Book Description
Author: Katie Jane Patterson
Publisher: Taylor & Francis
ISBN: 1040052231
Category : Language Arts & Disciplines
Languages : en
Pages : 257
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Book Description
This collection highlights multidisciplinary approaches toward better understanding the discourses of extremism, exploring the ways in which insights from linguistics and other disciplines might inform each other in enacting meaningful reforms in policy, social media, and education. The volume is divided into three sections, bridging different disciplinary perspectives in examining different dimensions of the language of extremism in case studies from around the world. The first section features contributions on extremist language from a political lens, such as in election campaigns and media discourse. The second section looks at religious extremism and language used for the purposes of jihadist radicalisation and recruitment. A final section reflects on policy development, peace education, and conflict resolution, toward discussing ways to subvert radicalised discourses and future research building on these efforts. This book will be of interest to students and scholars in discourse analysis, language and communication, and language education, as well as related fields such as psychology, political science, and sociology.
Author: Vini Lander
Publisher: Routledge
ISBN: 1351601059
Category : Education
Languages : en
Pages : 112
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Book Description
This book seeks to investigate how the pedagogic space of schools and classrooms has been defined by the UK government’s counter-terrorism ‘Prevent’ strategy, most notably through the requirement on teachers not to undermine ‘fundamental British values’ as part of the Teachers Professional Standards. The term ‘fundamental British values’ migrated from Prevent to the statutory framework that regulates teacher professionalism and has effectively securitized education practice. The Prevent strategy was conceived in response to the 7/7 bombings in London by so-called ‘home-grown’ Muslim terrorists. The need for teachers to promote British values is an attempt to forge a cohesive British identity among young citizens within a multiracial, multicultural and multilingual society. However, as the chapters in this book illustrate, the state project to harness education to engender belonging – or as some would argue, civic nationalism – whilst simultaneously undertaking surveillance of children and young people from the Muslim community for signs of radicalization, has led to the perception of a hierarchy of citizens or, conversely, ‘insider-outsider’ citizens. The imperative to promote, and not undermine, fundamental British values has, in some instances, transformed the safe space of the classroom where children and young people’s right to explore their perceptions of current affairs, citizenship and belonging has been curtailed for fear of surveillance by teachers who may interpret their utterances as either undermining British values or to be signs of radicalization. This book explores these dilemmas for teachers and the implications for their professionalism, and examines how racist nativism has pervaded society, educational policy and practice through the promotion of a Britishness perceived by many as a raced, classed and exclusionary discourse. This book was originally published as a special issue of the Journal of Education for Teaching.
Author: Imran Awan
Publisher: Springer
ISBN: 3030017109
Category : Social Science
Languages : en
Pages : 130
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Book Description
This book charts contemporary developments in counter-extremism within the UK education sector. Set against the background of the controversial Prevent strategy the book focuses on the expansion of counter‐extremism into education and draws on key legislation such as the Counter Terrorism and Security Act (2015) that imposed a statutory counter-extremism duty on public sector workers in the UK. The authors provide a wide-ranging critique that draws on theories of surveillance and power, an international review of counter‐extremism educational initiatives and a series of interviews with UK lecturers. Terrorism in the Classroom highlights the problems that occur when counter-extremism becomes an objective of education and a part of the curriculum, as well as the anxiety that is felt by educators who have been deputised into the role of counter-extremism practitioners. It will be of interest to students and scholars across a range of disciplines, including Criminology, International Relations, Politics and Education.
Author: Vini Lander
Publisher: Routledge
ISBN: 1351601040
Category : Education
Languages : en
Pages : 133
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Book Description
This book seeks to investigate how the pedagogic space of schools and classrooms has been defined by the UK government’s counter-terrorism ‘Prevent’ strategy, most notably through the requirement on teachers not to undermine ‘fundamental British values’ as part of the Teachers Professional Standards. The term ‘fundamental British values’ migrated from Prevent to the statutory framework that regulates teacher professionalism and has effectively securitized education practice. The Prevent strategy was conceived in response to the 7/7 bombings in London by so-called ‘home-grown’ Muslim terrorists. The need for teachers to promote British values is an attempt to forge a cohesive British identity among young citizens within a multiracial, multicultural and multilingual society. However, as the chapters in this book illustrate, the state project to harness education to engender belonging – or as some would argue, civic nationalism – whilst simultaneously undertaking surveillance of children and young people from the Muslim community for signs of radicalization, has led to the perception of a hierarchy of citizens or, conversely, ‘insider-outsider’ citizens. The imperative to promote, and not undermine, fundamental British values has, in some instances, transformed the safe space of the classroom where children and young people’s right to explore their perceptions of current affairs, citizenship and belonging has been curtailed for fear of surveillance by teachers who may interpret their utterances as either undermining British values or to be signs of radicalization. This book explores these dilemmas for teachers and the implications for their professionalism, and examines how racist nativism has pervaded society, educational policy and practice through the promotion of a Britishness perceived by many as a raced, classed and exclusionary discourse. This book was originally published as a special issue of the Journal of Education for Teaching.
Author: Michel Foucault
Publisher: Penguin Books, Limited (UK)
ISBN: 9780140259544
Category : Aesthetics
Languages : en
Pages : 334
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Book Description
Volume 1 in the ESSENTIAL WORKS OF FOUCAULT series and originally published by Allen Lane in 1997, a collection of articles, interviews and lectures on the subject of ethics, written by the twentieth century French philosopher, Michel Foucault and translated into English.
Author: Stephen J. Ball
Publisher: Springer
ISBN: 3319503022
Category : Education
Languages : en
Pages : 104
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Book Description
This book considers Foucault as educator in three main ways. First, through some consideration of what his work says about education as a social and political practice. That is, education as a form of what Allen (2014) calls benign violence – which operates through mundane, quotidian disciplinary technologies and expert knowledges which together construct a ‘pedagogical machine’. Second, through an exploration of his ‘method’ as a form of critique. That is, as a way of showing that things are ‘not as necessary as all that’, a way of addressing what is intolerable. This suggests that critique is education of a kind. Third, through a discussion of some of Foucault's later work on subjectivity and in particular on ‘the care of the self’ or what we might call ‘a pedagogy of the self’. Each chapter introduces and discusses some relevant examples from educational settings to illustrate and enact Foucault’s analytics.
Author: P. Taylor Webb
Publisher: Brill / Sense
ISBN: 9789087907785
Category : Education
Languages : en
Pages : 176
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Book Description
This book situates learning communities in living systems and ecological perspectives. The fundamental premise is that all of human life and human activity is part of a deep planetary ecology of which mutuality and interdependence are cornerstone properties, learning and renewal are key processes, and emergent networks are foundational structures.
Author: Michel Foucault
Publisher: Vintage
ISBN: 0307819299
Category : Social Science
Languages : en
Pages : 354
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Book Description
A brilliant work from the most influential philosopher since Sartre. In this indispensable work, a brilliant thinker suggests that such vaunted reforms as the abolition of torture and the emergence of the modern penitentiary have merely shifted the focus of punishment from the prisoner's body to his soul.
