Counter Terrorism Law and Education: Student Teachers’ Induction into UK Prevent Duty Through the Lens of Bauman’s Liquid Modernity

Lynn Revell, Hazel Bryan, Sally Elton-Chalcraft

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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.
Original languageEnglish
Title of host publicationThe Palgrave Handbook of Education Law for Schools
EditorsKaren Trimmer, Roselyn Dixon, Yvonne S. Findlay
Place of PublicationCham
PublisherPalgrave Macmillan
Pages553-565
Number of pages13
ISBN (Electronic)9783319777511
ISBN (Print)9783030085292, 9783319777504
DOIs
Publication statusPublished - 18 Jul 2018
Externally publishedYes

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    Revell, L., Bryan, H., & Elton-Chalcraft, S. (2018). Counter Terrorism Law and Education: Student Teachers’ Induction into UK Prevent Duty Through the Lens of Bauman’s Liquid Modernity. In K. Trimmer, R. Dixon, & Y. S. Findlay (Eds.), The Palgrave Handbook of Education Law for Schools (pp. 553-565). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-77751-1_27