Countering far-right threat through Britishness: the Prevent duty in further education
Countering far-right threat through Britishness: the Prevent duty in further education
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通过英国性对抗极右威胁：继续教育中的预防义务
DOI：
10.1080/17539153.2022.2031135
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发表时间：
2022
影响因子：
1.2
通讯作者：
James N
中科院分区：
文献类型：
--
作者：
James N
2015 年预防责任要求公共部门工作人员依法“适当考虑”通过保障机制防止弱势群体参与恐怖主义和极端主义的需要。对于教育部门来说，这也要求推广英国基本价值观。随着人们对极右翼的担忧日益增加，预防义务受到越来越多的审查，以确定其是否适当和适用于防止“一切形式”的极端主义和恐怖主义，超出了英国政府长期以来关注的焦点——伊斯兰主义威胁。然而，英国价值观在这个难题中的作用仍有待解决。这项研究揭示了英国价值观如何在教育系统中定位为所有形式的极端主义和恐怖主义的对立面，并嵌入课堂教学法中。研究发现，通过英国性的概念来推动一项议程，与极右意识形态中的（民族民族主义）可接受性的内群体/外群体结构相呼应，存在问题。此外，它还考察了教育家通过制定“重新包装”议程的政策来应对此类担忧的生态机构，同时揭示了治理流程、课程限制和更广泛的排他性政治话语对此类行动的限制。
The 2015 Prevent Duty requires public sector workers, by law, to show “due regard” in the need to prevent vulnerable individuals from becoming engaged in terrorism and extremism through safeguarding mechanisms. For the education sector, this also mandated the promotion of Fundamental British Values. With an increasing rise in concerns over the Far-Right, the Prevent duty has come under increasing scrutiny as to its appropriateness and applicability to prevent “all forms” of extremism and terrorism, beyond those which have long been the focus of the UK government – Islamist-inspired threats. Yet, the role of British Values in this puzzle has yet to be addressed. This research reveals how British Values are positioned within the education system as the antithesis to all forms of extremism and terrorism and embedded within classroom pedagogy. It finds that there are questions over the promotion of an agenda which echoes in-group/out-group constructions of (ethno-nationalist) acceptability found within Far-Right ideologies, through notions of Britishness. Further, it examines the ecological agency of educationalists in responding to such concerns through the enactment of policy to “re-package” the agenda whilst simultaneously revealing the limitations placed on such actions by governance processes, curriculum limitations and wider discourses of exclusionary politics.
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教育中的预防责任
DOI：
10.1007/978-3-030-45559-0
发表时间：
2020
期刊：
Studies in the Education of Adults
影响因子：
--
作者：
Joel Busher;L. Jerome
通讯作者：
L. Jerome
“特洛伊木马”事件与激进化：Ofsted 报告分析
影响因子：
3.3
作者：
Imran Mogra
通讯作者：
Imran Mogra
通过价值观一致性培养有韧性的未来公民，而不是在英国学校推广英国价值观时放弃多元文化主义和安全化
影响因子：
1.8
作者：
D. McGhee;Shaoying Zhang
通讯作者：
Shaoying Zhang
恐怖恐慌背景下的种族偏差标签：原谅白人偏差
影响因子：
2.5
作者：
T. Patel
通讯作者：
T. Patel
英国的伊斯兰恐惧症、社区凝聚力和反恐政策
影响因子：
1.5
作者：
Yunis Alam;C. Husband
通讯作者：
C. Husband