Publicação
‘It’s about keeping children safe, not spying’: A governmentality approach to prevent in primary education
| Resumo: | From its inception in 2015, the Prevent Duty has required educators, and other members of the social sector, to exercise ‘due regard’ in preventing pupils from being drawn into terrorism, irrespective of the age of the child. This article explores how primary educators have understood and implemented this preventative security policy in their schools. Analysis is based on a survey of 345 primary school educators and 37 semi-structured interviews with primary school educators and Prevent Education Officers from the West Midlands. Through a lens of governmentality, we shed light on how this mandate has been broadly interpreted and exercised by educators within and outside the school gates. In so doing, we contribute to debates on the puzzling acceptance of Prevent in education, on the process whereby educators identify threats, and on the securitisation of educational spaces in a risk society. |
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| Autores principais: | Da Silva, R. |
| Outros Autores: | Fontana, G.; Armstrong, M. |
| Assunto: | Education Governmentality Prevent Preventing violent extremism Primary education Radicalisation Safeguarding |
| Ano: | 2022 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | ISCTE |
| Idioma: | inglês |
| Origem: | Repositório ISCTE |
| Resumo: | From its inception in 2015, the Prevent Duty has required educators, and other members of the social sector, to exercise ‘due regard’ in preventing pupils from being drawn into terrorism, irrespective of the age of the child. This article explores how primary educators have understood and implemented this preventative security policy in their schools. Analysis is based on a survey of 345 primary school educators and 37 semi-structured interviews with primary school educators and Prevent Education Officers from the West Midlands. Through a lens of governmentality, we shed light on how this mandate has been broadly interpreted and exercised by educators within and outside the school gates. In so doing, we contribute to debates on the puzzling acceptance of Prevent in education, on the process whereby educators identify threats, and on the securitisation of educational spaces in a risk society. |
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