This chapter explores the way student teachers understand their professional role in relation to the UK’s counter terrorism legislation as it relates to schools. Data were collected from one hundred and fifty students based on their experiences in schools and analysed using Bauman’s notion of liquid modernity as a theoretical frame. We argue that despite a normative attachment to notions of professional objectivity and political detachment in the classroom, most student teachers interpreted their new duties as legitimate and were uncritical of legislation and policy that expects them to play an overtly political role in schools.
|Title of host publication||The Palgrave Handbook of Education Law for Schools|
|Editors||Karen Trimmer, Roselyn Dixon, Yvonne S. Findlay|
|Place of Publication||Cham|
|Number of pages||13|
|ISBN (Print)||9783030085292, 9783319777504|
|Publication status||Published - 18 Jul 2018|
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- School of Education and Professional Development - Dean - Education & Professional Development
- Department of Education and Community Studies
- Huddersfield Centre for Research in Education and Society (HudCRES)
- Secure Societies Institute