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

研究金的目的是产生一系列针对学术界、决策者和从业人员的高影响力产出。该奖学金将利用我的博士学位的研究结果，该博士学位产生了一个特殊的数据集，其中包括100多名参与者的预防责任经验。跨学科研究审查了英国反恐议程的经验，预防责任，以了解其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化。它揭示了这一责任是通过两个关键手段来履行的：保障和英国价值观。这些将反恐嵌入日常教育空间的机制揭示了四个关键的叙述，通过这些叙述，威胁被概念化：易受激进化的影响;有责任防范;所有形式的极端主义和恐怖主义;以及英国价值观的反对。通过这些叙述，通过将其置于现有的教育机制和修辞中，一个特殊的安全议程可能会变得非例外化和正常化。然而，这种去例外化的真正程度是有限的，这是由于长期存在的更广泛的公众偏见话语植根于反恐战争的背景。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，从而从关注罪犯安全到保护受害者。该奖学金将提供必要的时间，在世界领先的媒体上发布这些研究结果，并确保数据到达并影响关键利益相关者。影响和参与（40%）政策简报（20%）：a）"课堂上的英国价值观"将审查与英国价值观有关的调查结果。具体而言，它将展示英国人的语言问题和促进价值观的“英国”的局限性，挑战和危险。（4页）B）"在继续教育中履行预防义务"将揭示基础教育机构履行这一义务的主要手段;它将主要侧重于强调整个政策链中的行为者面临的主要挑战和限制，以及为克服这些挑战和限制而采取的行动。（4页）研讨会（20%）：a）一个以咨询师为基础的研讨会将传播博士的主要研究结果，与它直接参与-教育家，政策制定者，预防工作者和学生团体。将通过现有网络邀请与会者，并邀请他们扩大和建立外地的进一步网络，目标是35名与会者。讲习班还将鼓励知识交流和共同制作，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）第一篇文章将研究该领域目前的空白：学生的经验。它将提供第一个经验的见解到学生的经验，在课堂上实施的责任，他们的谈判英国的价值观和他们的反应被负责参考同行。B）第二条将揭示如何通过实施预防义务，我们可以检查日常白话空间中的威胁，通过政策制定出现的话语结构。专业发展（10%）a）我将通过利兹大学组织发展与专业学习中心从事持续的专业发展，该中心提供旨在建立研究，出版，网络，影响和赠款发展技能的课程，以提高我的投资组合。B）我将继续教少量的小时，以确保我的教学实践仍然是最新的，直接有助于与POLIS的"安全，恐怖主义和叛乱"硕士课程

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