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.
|Title of host publication||The Prevent Duty in Education|
|Subtitle of host publication||Impact, Enactment and Implications|
|Editors||Joel Busher, Lee Jerome|
|Publisher||Palgrave Macmillan, Cham|
|Number of pages||11|
|Publication status||Published - 25 Jul 2020|