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A moral education? British values, colour-blindness, and preventing terrorism
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Winter, Christine, Heath-Kelly, Charlotte, Amna, Kaleem and Mills, China (2022) A moral education? British values, colour-blindness, and preventing terrorism. Critical Social Policy, 42 (1). pp. 85-106. doi:10.1177/0261018321998926 ISSN 0261-0183.
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Official URL: https://doi.org/10.1177/0261018321998926
Abstract
The Prevent strategy tasks the British education sector with preventing radicalisation and extremism. It defines extremism as opposition to fundamental British Values and requires schools to promote these values and refer students and staff believed to be vulnerable to radicalisation. Little research examining the enactment of the Prevent and British Values curriculum has included students. To fill this gap, we investigated how students, teachers and Prevent/British Values trainers engage with this curriculum by conducting individual interviews in two multicultural secondary schools in England, framing the study in recent work on colour-blindness. We found that whilst multiculturalism was celebrated, discussion about everyday structural racism was avoided. Critical thinking was performed strategically, and classrooms were securitised as sites for identifying potential safeguarding referrals. Moral education, colour-blindness and safeguarding intersected to negate racialised experiences, whilst exposing students and teachers to racialised Prevent referrals.
| Item Type: | Journal Article | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| Subjects: | D History General and Old World > DA Great Britain H Social Sciences > HT Communities. Classes. Races H Social Sciences > HV Social pathology. Social and public welfare L Education > LC Special aspects of education |
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| Divisions: | Faculty of Social Sciences > Politics and International Studies | ||||||||
| Library of Congress Subject Headings (LCSH): | Terrorism -- Prevention -- Government policy -- Great Britain, Terrorism -- Prevention -- Study and teaching -- Great Britain, National characteristics, British, Values -- Study and teaching -- Great Britain, Great Britain -- Race relations | ||||||||
| Journal or Publication Title: | Critical Social Policy | ||||||||
| Publisher: | Sage Publications Ltd. | ||||||||
| ISSN: | 0261-0183 | ||||||||
| Official Date: | 1 February 2022 | ||||||||
| Dates: |
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| Volume: | 42 | ||||||||
| Number: | 1 | ||||||||
| Page Range: | pp. 85-106 | ||||||||
| DOI: | 10.1177/0261018321998926 | ||||||||
| Status: | Peer Reviewed | ||||||||
| Publication Status: | Published | ||||||||
| Reuse Statement (publisher, data, author rights): | Winter C, Heath-Kelly C, Kaleem A, Mills C. A moral education? British Values, colour-blindness, and preventing terrorism. Critical Social Policy. March 2021. doi:10.1177/0261018321998926. Copyright © 2021 by Critical Social Policy Ltd. Reprinted by permission of SAGE Publications. https://journals.sagepub.com/home/csp | ||||||||
| Access rights to Published version: | Restricted or Subscription Access | ||||||||
| Date of first compliant deposit: | 3 February 2021 | ||||||||
| Date of first compliant Open Access: | 3 February 2021 | ||||||||
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