Balancing Securitisation and Education in Schools: Teachers' Agency in Implementing the Prevent Duty

Autor/inn/en	Elwick, Alex; Jerome, Lee
Titel	Balancing Securitisation and Education in Schools: Teachers' Agency in Implementing the Prevent Duty
Quelle	In: Journal of Beliefs & Values, 40 (2019) 3, S.338-353 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Elwick, Alex) ORCID (Jerome, Lee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361 7672
DOI	10.1080/13617672.2019.1600322
Schlagwörter	School Safety; Prevention; Teacher Responsibility; Teacher Role; Teacher Attitudes; Teacher Student Relationship; Comparative Analysis; Educational Policy; Terrorism; Antisocial Behavior; Educational Environment; Professional Autonomy; Teaching Methods; Social Values; Foreign Countries; Citizenship Education; Elementary Secondary Education; United Kingdom + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Lehrverpflichtung; Lehrerrolle; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Politics of education; Bildungspolitik; Terrorismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Berufsfreiheit; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Wert; Ausland; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Großbritannien
Abstract	Since the introduction of the Prevent duty across the UK, schools have had to balance the need to fulfil their responsibilities under the duty -- often understood to include monitoring and surveillance -- with their ultimate purpose to educate their students. This positions teachers within a particular set of tensions about their own beliefs about education, their values, and their roles and relationships with young people and communities. This article draws on interviews with classroom teachers and members of school leadership teams from 10 schools, in order to compare how teachers have understood and responded to those tensions. The article will focus on the various ways in which teachers frame the policy, and the ways in which they exercise agency in their responses. Drawing on an ecological approach to theorising teacher agency our data reveals how teachers develop different responses to anti-extremism policy depending on their role; their school contexts; and their own beliefs. Whilst in some important regards the statutory Prevent duty has 'closed down' some options, nevertheless teachers exercise agency to interpret and enact policy and, when translating the policy into a curriculum context, also make 'leaps' of interpretation as concepts such as fundamental British values are turned into lessons. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01