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Exploring the imagined identities of Muslim pupils in the context of Prevent
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Lockley-Scott, Anna (2020) Exploring the imagined identities of Muslim pupils in the context of Prevent. PhD thesis, University of Warwick.
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Official URL: http://webcat.warwick.ac.uk/record=b3520010~S15
Abstract
This thesis explores the imagined identities of Muslim pupils in the context of the UK’s Prevent strategy. In particular, the thesis focuses on the imagined identities of Muslim pupils who have been born since 9/11 and in the aftermath of the ‘War on Terror’. The imagined identities, that is to say the image of the Muslim pupils held in the mind, are explored from three perspectives; first, from the Government Prevent strategy, second, from the teachers surveyed for the study and third from the Muslim pupils themselves. These views were gained through document analysis, questionnaires, interviews and focus groups. The relationships between these imagined identities are then explored through a process of theorizing (Charmaz, 2014) and a framework of understanding is built up.
Three pictures emerge; the Government Prevent strategy imagines the pupil through a securitised lens as vulnerable, with the potential for extremism and at risk of being drawn into terrorism. The teachers have differing views, some imagine the Muslim pupils as safe and content in school, while others imagine the Muslim pupils to be fearful of being identified as extreme, possibly self-censoring and self-monitoring. The Muslim pupils themselves have developed two imagined identities; firstly, they imagine themselves as normal teenagers and proud members of the Muslim community; secondly, they feel imagined by others, as potential extremists and even physical threats due to their perceived association with terrorism.
This thesis is about exploration into a phenomenon, asking “what is going on here?” (Strauss and Corbin, 1998: p45). The thesis is underpinned by constructivist grounded theory methodology as developed by Charmaz (2014), which grounds the study in the data rather than a top down, predetermined theoretical position.
Item Type: | Thesis (PhD) | ||||
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Subjects: | B Philosophy. Psychology. Religion > BF Psychology H Social Sciences > HN Social history and conditions. Social problems. Social reform H Social Sciences > HV Social pathology. Social and public welfare L Education > LC Special aspects of education |
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Library of Congress Subject Headings (LCSH): | PREVENT (Programme) -- Social aspects, Muslim students -- Great Britain -- Attitudes, Self-perception in adolescence -- Great Britain, Terrorism -- Great Britain -- Prevention -- Social aspects, Radicalization -- Great Britain -- Prevention -- Social aspects, Muslims -- Great Britain -- Ethnic identity, Identity (Psychology) | ||||
Official Date: | May 2020 | ||||
Dates: |
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Institution: | University of Warwick | ||||
Theses Department: | Centre for Education Studies | ||||
Thesis Type: | PhD | ||||
Publication Status: | Unpublished | ||||
Supervisor(s)/Advisor: | Everington, Judith ; Ipgrave, Julia | ||||
Format of File: | |||||
Extent: | 288, 57 unnumbered leaves : colour illustrations | ||||
Language: | eng |
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