Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.807860
Title: Citizenship Education and the Prevent Duty in a Muslim-majority state school in London
Author: Uddin, Mohammed Jamal
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2020
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Abstract:
The Counter-Terrorism and Security Act 2015 introduced the Prevent Duty, which places a legal duty on schools to have due regard in preventing students from radicalisation. The Act also places a legal obligation for schools to promote Fundamental British Values (FBVs) including democracy, the rule of law, individual liberty, and mutual respect and tolerance of different faiths and beliefs. This research investigates how Citizenship Education is organised and taught in a Muslim-majority state school in London in response to the Prevent Duty. This study examines how school leaders and teachers in this school perceive the planning and delivery of citizenship and the promotion of British values across the curriculum. This research also looks at how pupils are responding to issues surrounding Prevent with their understanding and development of citizenship. My findings demonstrate that the school does not offer Citizenship Education as a discrete subject. Instead, Citizenship Education is organised through a combination of the PSHE (personal, social, health and economic) curriculum, Religious Education, Humanities Education, history, and SMSC (spiritual, moral, social and cultural) development. I find that Citizenship Education is given low priority in the school timetable. Although the school promotes British values across the curriculum, all participants in the study disagree with the usage of the term ‘fundamental British values’. Instead, they introduce FBVs to students as universal liberal values. Some teachers are hesitant about what to teach and how to teach them. The school attempts to enhance pupils’ awareness of Islamist and far right extremism, online grooming, and social media. However, some students find themselves subject to scrutiny when they wish to debate on the country’s foreign policy or extremism matters. The Prevent Duty has created a securitisation mentality amongst some staff and potential tension between some teachers and students in the school.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.807860  DOI: Not available
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