Conclusion: Reflections on the First Five Years of the Prevent Duty in Early Years, Primary, Secondary and Further Education

Lee Jerome, Joel Busher, Megan A. Armstrong, Tufyal Choudhury, Raquel da Silva, Alex Elwick, Giuditta Fontana, Natalie James, James Lewis, Jenny Robson, Hans Svennevig, Paul Thomas

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

2 Citations (Scopus)

Abstract

This chapter reflects on the key conclusions from across the previous chapters. First, it discusses how the Prevent Duty has become normalised in schools, colleges and early years provision, as professionals incorporated it into existing structures and processes-both in the curriculum and through safeguarding. Second, it discusses how, whilst some professionals might have unconsciously reproduced potentially harmful stereotypes and simplistic assumptions about terrorism and extremism, others have consciously worked to mitigate the possible negative effects of the Duty, and have used the curriculum to further develop values education and opportunities for critical discussion. Third, the chapter reflects on the implications of the apparent banalisation of Prevent within education, and how this may or may not intersect with processes of securitisation.

Original languageEnglish
Title of host publicationThe Prevent Duty in Education
Subtitle of host publicationImpact, Enactment and Implications
EditorsJoel Busher, Lee Jerome
PublisherPalgrave Macmillan, Cham
Chapter9
Pages159-169
Number of pages11
Edition1st
ISBN (Electronic)9783030455590
ISBN (Print)9783030455583
DOIs
Publication statusPublished - 25 Jul 2020

Fingerprint

Dive into the research topics of 'Conclusion: Reflections on the First Five Years of the Prevent Duty in Early Years, Primary, Secondary and Further Education'. Together they form a unique fingerprint.

Cite this