Spies, surveillance and stakeouts: monitoring Muslim moves in British state schools

Sian, Katy P.

doi:10.1080/13613324.2013.830099

Cited by 60 publications

(33 citation statements)

References 8 publications

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“…A review of the discourses on Britishness and education, the role of the standards and lastly issues of diversity and Initial Teacher Education (ITE) suggest the conceptualisation of Britishness as enacted through the 2012 standards is one that problematises and stigmatises difference. This section will examine recent developments in this area and argue that current policy seeks not only to eradicate ‘signs of racial and cultural difference’ (Smith, 2012, p. 17) but undermines teachers’ capacity to engage critically with this process (Bryan, ; Sian, ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The conventional narrative of Britishness and diversity is one of a linear progression from assimilation in the 1950's, integration in the mid‐1960s and multiculturalism since the 1970s (Tomlinson, ). It is also significant that previous discourses of Britishness did not explicitly reference the terrorist threats generated by Irish nationalists in the 1970s, 1980s and 1990s (Sian, ). However, the events of 7/7 not only brought discussions about Britishness to the fore, with the realisation that the bombers were British, but also prompted a review of diversity and citizenship, especially in relation to Muslims (Sears et al ., ).…”

Section: Literature Reviewmentioning

confidence: 99%

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To promote, or not to promote fundamental British values? Teachers’ standards, diversity and teacher education

Elton-Chalcraft

Lander

Revell

et al. 2016

British Educational Res J

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In this article we seek to problematize the presence of the requirement within the teachers' standards (DfE, 2012), that they 'should not undermine fundamental British values' in the context of initial teacher education in England. The inclusion of this statement within the teachers' code of conduct has made its way from the counter-terrorism strategy, Prevent and raises questions about Britishness, values and the relationship between the state and the profession more generally. We argue that the inclusion of the phrase within a statutory document that regulates the profession is de facto a politicization of the profession by the state thereby instilling the expectation that teachers are state instruments of surveillance. The absence of any wider debate around the inclusion of the statement is also problematic as is the lack of training for pre-service and inservice teachers since it means this concept of fundamental British values is unchallenged and its insidious racialising implications are unrecognised by most teachers.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

To promote, or not to promote fundamental British values? Teachers’ standards, diversity and teacher education

Elton-Chalcraft

Lander

Revell

et al. 2016

British Educational Res J

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“…Distortions occur where rights are mediated through education for national identity or patriotism (Akuzawa, 2007). Similarly, there is some recent evidence that teachers tend to interpret policies for countering violent extremism through Islamophobic assumptions, and thus further distort the principles of HRE (Leeman and Wardekker, 2013;Pal Sian, 2015).…”

Section: The Conservative Teachermentioning

confidence: 99%

Hypocrites or heroes? Thinking about the role of the teacher in human rights education

Jerome¹

2018

HRER

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Human rights education (HRE) seeks to provide young people with an optimistic sense that we can work towards a more peaceful and socially just world, and that everyone can do something to contribute to securing improvement. But, whilst the academic literature and policy documents frequently position teachers as crucial to promoting human rights and social justice, the literature is also replete with examples of teachers' conservatism, their compliance in the face of authority and their ignorance. In addition, teachers work in institutions which routinely reproduce inequality and promote a narrow individualistic form of competition. This article explores some of the international research literature relating to the role of the teacher in HRE specifically, and more generally in the related fields of citizenship education and social studies, in order to offer some conceptual tools that might be used to critically interrogate practitioners' own beliefs and actions.Abstract: Human rights education (HRE) seeks to provide young people with an optimistic sense that we can work towards a more peaceful and socially just world, and that everyone can do something to contribute to securing improvement. But, whilst the academic literature and policy documents frequently position teachers as crucial to promoting human rights and social justice, the literature is also replete with examples of teachers' conservatism, their compliance in the face of authority and their ignorance. In addition, teachers work in institutions which routinely reproduce inequality and promote a narrow individualistic form of competition. This article explores some of the international research literature relating to the role of the teacher in HRE specifically, and more generally in the related fields of citizenship education and social studies, in order to offer some conceptual tools that might be used to critically interrogate practitioners' own beliefs and actions.

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“…Critical scholars have done much to highlight the detrimental impact of policies in this area. In the Western context, particular criticism has been directed towards the role these policies have played in securitizing the social domain (Kundnani 2009;Stanley, Guru, and Coppock 2017;Sian 2015;Kundnani and Hayes 2018), and to the lack of systematic attention given to the role of the state in contributing to the conditions in which violence emerges (Sageman 2017). These particular critiques require little rehearsing, with numerous studies pointing to challenges associated with the creation of "suspect communities", in which whole groups, most often Muslims, are cast as both a source of risk to control and a vulnerable group requiring intervention (Heath-Kelly 2013;Kundnani 2009;McDonald and Mir 2011).…”

Section: Introductionmentioning

confidence: 99%

Being resilient to radicalisation in PVE policy: a critical examination

Stephens

Sieckelinck

2019

Critical Studies on Terrorism

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The problematic nature of certain policies and approaches to preventing and countering violent extremism has been robustly demonstrated; it is clear that rethinking the prevention of violent extremism requires concerted attention. One response to critiques of security-driven approaches has been the adoption of the language of resilience building. However, the turn to resilience has not been matched by a fundamental rethinking of approach, and may often mask troubling approaches in the language of objectivity and positivity. In rethinking the question of prevention, examining the concept of resilience is important not only to address a current trend in policy discourse, but also to benefit from the rich literature on resilience from which valuable lessons may be drawn. A critically informed concept of resilience has the potential to provide a framework of response that recognises individuals and communities as political actors who, rather than being shielded from ideologies, require the resources and channels to challenge violence, discrimination, and injustice, be it state or nonstate driven. This article, through examining the current use of "resilience" in PVE policies, makes a modest attempt to draw on lessons from applying resilience in other contexts to articulate possible features of a critically informed approach to preventing violent extremism.

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Spies, surveillance and stakeouts: monitoring Muslim moves in British state schools

Cited by 60 publications

References 8 publications

To promote, or not to promote fundamental British values? Teachers’ standards, diversity and teacher education

To promote, or not to promote fundamental British values? Teachers’ standards, diversity and teacher education

Hypocrites or heroes? Thinking about the role of the teacher in human rights education

Being resilient to radicalisation in PVE policy: a critical examination

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