Discussing terrorism: a pupil-inspired guide to UK counter-terrorism policy implementation in religious education classrooms in England

Abstract

My research into pupils’ perceptions of terrorism and current UK counter-terrorism policy highlights the need for more detailed and accurate discussions about the implementation of the educational aims, in particular those laid out by the Prevent Strategy. Religious education (RE) in England is affected by these aims, specifically the challenging of terrorist ideologies and improving community cohesion, but many RE teachers feel ill-equipped in dealing with the issues that might arise from terrorism discussions. Therefore, I suggest that clarification could help alleviate some of the teacher’s concerns and help provide routes by which critical RE teaching and learning can take place.

Keywords:

• terrorism
• policy
• religious education
• secondary schools

Notes

1. Please note that despite some confusion over terminological usage in the main body of Prevent Strategy, there are definitions provided in the glossary, see HM Government 2011b, 107–108

2. Schools sometimes call this subject PHSE or incorporate additional ideas such as ‘economic’ (PHSEE), ‘citizenship’ (PHSCE) or ‘religious’ (PHSRE).

3. Although I would question how one defines a child ‘at risk’ from terrorism.