Conceptualising Threat: Implementing the Prevent duty within Greater Manchester's Further Education Sector

该研究金的目的将是产生一系列面向学者、政策制定者和实践者的高影响力产出。该奖学金将利用我的博士发现，它产生了一个特殊的数据集，超过100名参与者的经验，预防任务。这项跨学科的研究考察了英国反恐议程--预防责任--的经验，以了解它在大曼彻斯特继续教育部门的实施告诉我们关于威胁的概念。它透露，这项义务是通过两个关键手段来实现的：保护和英国价值观。这些将反恐嵌入日常教育空间的机制揭示了威胁被概念化的四个关键叙事：易受激进化的伤害；防范责任；一切形式的极端主义和恐怖主义；以及英国价值观的对立面。通过这些叙述，一项特别的安全议程有可能通过将其置于现有的教育机制和修辞中而变得去例外化和常态化。然而，由于长期存在的、根植于反恐战争背景的更广泛的公众偏见言论，这种去例外化的真正程度是有限的。然而，它也揭示了立法过程使教育家能够识别并最大限度地减少这些偏见的不成比例的影响，导致从根本上将重点从保护罪犯转移到保护受害者。这一奖学金将提供必要的时间在世界领先的媒体上发表这些调查结果，并确保数据到达并影响关键利益攸关方。影响和参与(40%)政策简报(20%)：a)《课堂上的英国价值观》将考察与英国价值观相关的调查结果。具体地说，它将展示英国人有问题的语言，以及将价值观提升为“英国人”所面临的明显限制、挑战和危险。(4页)b)“在继续教育中执行预防责任”将揭示教育机构履行这一责任的关键手段；它将主要侧重于强调整个政策链中的行为者面临的关键挑战和限制，以及为克服这些挑战和限制正在采取的行动。(4页)研讨会(20%)：a)以实践者为基础的研讨会将与其直接接触的人员--教育工作者、政策制定者、预防工作者和学生团体--传播博士的重要成果。将通过现有网络邀请与会者，并发出邀请，以扩大和建立外地网络，目标是35名与会者。讲习班还将鼓励知识交流和联合制作，以便从数据收集的角度深入了解实践中的发展和变化。(1天)世界领先的出版记录(40%)期刊文章：a)第一篇文章将考察该领域目前的一个空白：学生的经历。它将首次提供学生在课堂上履行职责的经验洞察，他们对英国价值观的谈判，以及他们对有责任推荐同龄人的反应。B)第二条将揭示，通过执行预防义务，我们如何审查通过制定政策而出现的日常白话空间内的威胁话语结构。职业发展(10%)a)我将通过利兹大学组织发展和专业学习中心从事持续的职业发展，该中心提供旨在建立研究、出版、网络、影响和授予发展技能的课程，以增强我的投资组合。B)我将继续授课几个小时，以确保我的教学实践保持与时俱进，直接为与Polis合作的“安全、恐怖主义和叛乱”硕士方案做出贡献

The aim of the fellowship will be to produce a series of high impact outputs which address academics, policy makers and practitioners. The fellowship will utilise the findings of my PhD which produced an exceptional dataset of over 100 participants' experiences of the Prevent duty. The interdisciplinary research examined experiences of the UK's counter-terrorism agenda, the Prevent duty, to understand what its implementation within Greater Manchester's Further Education sector told us about the conceptualisation of threat. It revealed that the duty was implemented through two key means: safeguarding and British values. These mechanisms for embedding counter-terrorism within the everyday space of education revealed four key narratives through which threat became conceptualised: as vulnerability to radicalisation; a responsibility to safeguard against; all forms of extremism and terrorism; and, antithesised by British values. Through these narratives, it was possible that an extraordinary agenda of security became de-exceptionalised and normalised by placing it within existing mechanisms and rhetoric of education. However, the true extent of this de-exceptionalisation was limited as a result of a long standing wider public discourse of prejudice rooted in the War on Terror context. Yet, it also revealed that processes of enactment enabled educationalists to identify and minimise the disproportionate impacts of these biases, resulting in a ground level shift from focusing on securitising criminals to safeguarding victims. This fellowship will provide the time necessary to publish these findings in world-leading outlets, and ensure the data reaches and influences key stakeholders. Impact and Engagement (40%)Policy Briefs (20%): a) 'British values in the classroom' will examine findings in relation to British values. Specifically, it will demonstrate the problematic language of Britishness and the perceived limitations, challenges and dangers of the promotion of values as "British". (4 pages)b) 'Implementing the Prevent duty within Further Education' will reveal the key means through which FE institutions are implementing the duty; it will predominantly focus on highlighting the key challenges and limitations faced by actors throughout the policy chain and the actions being taken to overcome them. (4 pages)Workshop (20%): a) A practitioner-based workshop will disseminate key findings from the PhD with those it directly engages - educationalists, policy makers, Prevent workers and student groups. Attendees will be invited through current networks, with invitations extended to expand and build further networks in the field with an aim of 35 attendees. The workshop will also encourage knowledge exchange and co-production to offer insight into developments and changes in practice from the point of data collection. (1day)World Leading Publication Record (40%)Journal Articles: a) Article one will examine a current lacuna within the field: the experiences of students. It will provide the first empirical insights into student experiences of the implementation of the duty in the classroom, their negotiations of British values and their responses to being responsibilised to refer peers. b) Article two will reveal how, through the implementation of the Prevent duty, we can examine discursive constructions of threat within the everyday vernacular spaces which emerge through policy enactment. Professional Development (10%)a) I will engage in continuing professional development through the University of Leeds Organisational Development & Professional Learning centre which offers courses aimed at building research, publication, networking, impact and grant development skills to enhance my portfolio. b) I will continue teaching a small number of hours to ensure my pedagogic practice remains up to date, contributing directly to the 'Security, Terrorism and Insurgency' MA programme with POLIS