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

References

• Blackwood, L., Hopkins, N., & Reicher, S. (2016). From theorizing radicalization to surveillance practices: Muslims in the cross hairs of scrutiny. Political Psychology, 37, 597–612.10.1111/pops.2016.37.issue-5
   Web of Science ®Google Scholar
• Bronfenbrenner, U. (1989). Ecological systems theory. Annals of Child Development, 6, 187–249.
   Google Scholar
• Brown, K. E., & Saeed, T. (2015). Radicalization and counter-radicalization at British universities: Muslim encounters and alternatives. Ethnic and Racial Studies, 38, 1952–1968.10.1080/01419870.2014.911343
   Web of Science ®Google Scholar
• Clinch, A. (2011). A community psychology approach to preventing violent extremism. Gaining the views of young people to inform primary prevention in secondary schools (Unpublished doctoral dissertation). University of Birmingham, Birmingham.
   Google Scholar
• Counter-terrorism and security bill is a threat to freedom of speech at universities. (2015, February 2). The Guardian. Retrieved from https://www.theguardian.com
   Google Scholar
• Department for Children, Schools and Families. (2009). Learning together to be safe: A toolkit to help schools contribute to the prevention of violent extremism. Retrieved from https://dera.ioe.ac.uk/8396/1/DCSF-Learning%20Together_bkmk.pdf
   Google Scholar
• Department for Education. (2011). Teacher’s standards: Guidance for school leaders, school staff and governing bodies. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301107/Teachers__Standards.pdf
   Google Scholar
• Department for Education. (2013). School teachers’ pay and conditions document 2013 and guidance on school teachers’ pay and conditions. London: HMSO.
   Google Scholar
• Department for Education. (2014). Promoting fundamental British values as part of SMSC in schools. Retrieved from https://www.legislation.gov.uk/ukpga/2015/6/pdfs/ukpga_20150006_en.pdf
   Google Scholar
• Department for Education. (2015). The Prevent duty: Departmental advice for schools and childcare providers. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301107/Teachers__Standards.pdf
   Google Scholar
• Dickson, R., Cherry, M. G., & Boland, A. (2013). Doing a systematic review. London: Sage.
   Google Scholar
• Home Office. (2011). CONTEST: The United Kingdom’s strategy for countering terrorism. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/97995/strategy-contest.pdf
   Google Scholar
• Home Office. (2015). Counter terrorism and security act 2015. Retrieved from https://www.legislation.gov.uk/ukpga/2015/6/pdfs/ukpga_20150006_en.pdf
   Google Scholar
• Kundnani, A. (2014). Radicalisation. The journey of a concept. In C. Baker-Beall, C. Heath-Kelly, & L. Jarvis (Eds.), Counter-radicalisation: Critical perspectives (pp. 14–35). Hoboken, NJ: Taylor and Francis.
   Google Scholar
• Panjwani, F. (2016). Towards an overlapping consensus: Muslim teachers’ views on fundamental British values. Journal of Education for Teaching, 42, 329–340.10.1080/02607476.2016.1184463
   Web of Science ®Google Scholar
• Quartermaine, A. (2014). Pupils’ perceptions of terrorism from a sample of secondary schools in Warwickshire (Unpublished doctoral thesis). University of Warwick, Warwick, RI.
   Google Scholar
• Rawls, J. (1993). Political liberalism. New York, NY: Columbia University Press.
   Google Scholar
• Revell, L., & Bryan, H. (2016). Calibrating fundamental British values: How head teachers are approaching appraisal in the light of the teachers’ standards 2012, prevent and the counter-terrorism and security act, 2015. Journal of Education for Teaching, 42, 341–353.10.1080/02607476.2016.1184464
   Web of Science ®Google Scholar
• Saeed, T., & Johnson, D. (2016). Intelligence, global terrorism and higher education: Neutralising threats or alienating allies? British Journal of Educational Studies, 64, 37–51.10.1080/00071005.2015.1123216
   Web of Science ®Google Scholar
• Sedgwick, M. (2010). The concept of radicalization as a source of confusion. Terrorism and Political Violence, 22, 479–494.
   Web of Science ®Google Scholar
• Sieckelinck, S., Kaulingfreks, F., & De Winter, M. (2015). Neither villains nor victims: Towards an educational perspective on radicalisation. British Journal of Educational Studies, 63, 329–343.10.1080/00071005.2015.1076566
   Web of Science ®Google Scholar
• Tajfel, H., & Turner, J. (1979). An integrative theory of intergroup conflict. In W. Austin, & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33–47). Monterey, CA: Brooks Cole.
   Google Scholar
• van San, M., Sieckelinck, S., & de Winter, M. (2013). Ideals adrift: An educational approach to radicalization. Ethics and Education, 8, 276–289.10.1080/17449642.2013.878100
   Google Scholar
• Winston, J., & Strand, S. (2013). Tapestry and the aesthetics of theatre in education as dialogic encounter and civil exchange. Research in Drama Education: The Journal of Applied Theatre and Performance, 18, 62–78.10.1080/13569783.2012.756178
   Web of Science ®Google Scholar