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Pastoral Care in Education
An International Journal of Personal, Social and Emotional Development
Volume 35, 2017 - Issue 4
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Articles

Preventing radicalisation: a systematic review of literature considering the lived experiences of the UK’s Prevent strategy in educational settings

Laura TaylorDISN, School of Education, University of Birmingham, Birmingham, UK
&
Anita SoniDISN, School of Education, University of Birmingham, Birmingham, UKCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0001-8590-0208
ORCID Icon
Pages 241-252 | Received 10 Apr 2017, Accepted 03 Jul 2017, Published online: 28 Jul 2017

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Read on this site (9)

Joana Cook & Lynn Schneider. (2024) The life of children in families affiliated with terrorism: an ecological systems theory approach. Critical Studies on Terrorism 17:2, pages 275-303.
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Daniela Scerri. (2024) An educational response to the “Prevent duty” in England and Wales. Critical Studies on Terrorism 17:2, pages 304-328.
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Emily Danvers. (2023) Prevent/Ing critical thinking? The pedagogical impacts of Prevent in UK higher education. Teaching in Higher Education 28:6, pages 1264-1279.
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Yasmeen R. Arif. (2021) ‘Our doors are open, there's nothing to hide: Muslim Transparency in Securitized Britain’. Interventions 23:6, pages 835-852.
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Suraj Lakhani & Natalie James. (2021) “Prevent duty”: empirical reflections on the challenges of addressing far-right extremism within secondary schools and colleges in the UK. Critical Studies on Terrorism 14:1, pages 67-89.
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Suraj Lakhani. (2020) Social capital and the enactment of prevent duty: an empirical case-study of schools and colleges. Critical Studies on Terrorism 13:4, pages 660-679.
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Martin M. Sjøen & Christer Mattsson. (2020) Preventing radicalisation in Norwegian schools: how teachers respond to counter-radicalisation efforts. Critical Studies on Terrorism 13:2, pages 218-236.
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Martin M. Sjøen & Sissel H. Jore. (2019) Preventing extremism through education: exploring impacts and implications of counter-radicalisation efforts. Journal of Beliefs & Values 40:3, pages 269-283.
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Hannah Wright. “Don’t bring race into it”: white ignorance, UK counterterrorism and the impact agenda. Critical Studies on Terrorism 0:0, pages 1-24.
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Articles from other publishers (18)

Jack Holland & Natalie Higham-James. (2024) Enactors of the State: The Everyday Coproduction of Security in the Prevention of Radicalisation. Political Studies.
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Julia M. Pearce, Lasse Lindekilde & David Parker. (2023) Understanding UK university academic staff attitudes towards recognising and responding to student radicalisation . British Educational Research Journal 49:6, pages 1254-1272.
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Michelle Bentley & Clare Woodford. (2023) Above Reproach: Rawls, Cavell, and Emersonian Conversation as a New Model for Democratic Counter-Radicalisation Policy. International Political Sociology 17:1.
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Carlos Fernández Abad. (2022) La prevención de la radicalización en el ámbito educativo: un análisis crítico sobre la pretensión de involucrar al profesora en la lucha contra el terrorismo. Estudios Penales y Criminológicos, pages 1-35.
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Sajid Amit & Abdulla ‐ Al Kafy. (2022) A systematic literature review on preventing violent extremism. Journal of Adolescence 94:8, pages 1068-1080.
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Katja Vallinkoski, Pia-Maria Koirikivi & Leena Malkki. (2021) ‘What is this ISIS all about?’ Addressing violent extremism with students: Finnish educators’ perspectives. European Educational Research Journal 21:5, pages 778-800.
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Håvard Haugstvedt. (2022) What can families really do? A scoping review of family directed services aimed at preventing violent extremism. Journal of Family Therapy 44:3, pages 408-421.
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Raquel da Silva, Giuditta Fontana & Megan A Armstrong. (2021) ‘It’s about keeping children safe, not spying’: A governmentality approach to Prevent in primary education. The British Journal of Politics and International Relations 24:2, pages 259-276.
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Niyousha Bastani & Lorena Gazzotti. (2021) “Still a bit uncomfortable, to be an arm of the state”: Making sense and subjects of counter-extremism in the UK and Morocco. Environment and Planning C: Politics and Space 40:2, pages 520-540.
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Geir Skeie & Hildegunn Fandrem. 2021. Fordommer i skolen. Fordommer i skolen 229 255 .
Andrew Whiting, Ben Campbell, Keith Spiller & Imran Awan. (2020) The Prevent Duty in UK higher education: Insights from freedom of information requests. The British Journal of Politics and International Relations 23:3, pages 513-532.
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David Parker, Lasse Lindekilde & Oluf Gøtzsche‐Astrup. (2020) Recognising and responding to radicalisation at the ‘frontline’: Assessing the capability of school teachers to recognise and respond to radicalisation. British Educational Research Journal 47:3, pages 634-653.
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Gabriel O. Adebayo. (2021) Counter-radicalization policies and policing in education: making a case for human security in Europe. Heliyon 7:2, pages e05721.
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Isabelle-Christine Panreck. 2021. Demokratie im Stresstest. Demokratie im Stresstest 311 332 .
Cristina Cecchini & Camillo Donati. 2020. Preventing Violent Radicalisation in Europe. Preventing Violent Radicalisation in Europe 135 155 .
Lee Jerome, Alex Elwick & Raza Kazim. (2019) The impact of the Prevent duty on schools: A review of the evidence. British Educational Research Journal 45:4, pages 821-837.
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Abigail Sidery. (2019) Fostering unaccompanied asylum seeking young people: the views of foster carers on their training and support needs. Adoption & Fostering 43:1, pages 6-21.
Crossref
Imran Awan, Keith Spiller & Andrew WhitingImran Awan, Keith Spiller & Andrew Whiting. 2019. Terrorism in the Classroom. Terrorism in the Classroom 61 76 .

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