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Book part
Publication date: 9 September 2020

Therese O’Toole

Purpose – The chapter explores the UK’s evolving counter-radicalization program – Prevent – and its increasing alignment with a broader Counter Extremism agenda, which it argues…

Abstract

Purpose – The chapter explores the UK’s evolving counter-radicalization program – Prevent – and its increasing alignment with a broader Counter Extremism agenda, which it argues exemplifies not merely a concern with countering radicalization or terrorism, but a broader “civic turn” toward a narrow and restrictive conception of integration and citizenship.

Methodology/Approach – The chapter draws on a range of studies of Prevent and the governance of British Muslims, to examine the traces and impact of Prevent and Counter Extremism agendas across a range of governance domains, including urban governance, schooling, and public sector institutions and integration.

Findings – Prevent has undergone substantial conceptual and operational expansion that has meant that its purpose and efficacy as a counter terrorism strategy has become ambivalent. Its evolution into an element of a broader integration policy places limits on the terms of particularly Muslims’ citizenship. It also brings it into tension with other public sector duties and legal norms.

Originality/Value – The chapter extends existing studies of the permeation of security concerns across governance and public life, and the securitization of citizenship, to examine how these have been expressed in particular domains of governance and their implications for the inclusion and accommodation of Muslims. It also offers a caveat to the tendency in much of the literature to see such securitization as exemplifying a highly cohesive governing project.

Details

Radicalization and Counter-Radicalization
Type: Book
ISBN: 978-1-83982-988-8

Keywords

Book part
Publication date: 10 July 2019

Fella Lahmar

The aim of this chapter is twofold: to provide a synopsis to the background underpinning Muslim diversity in Britain and to explicate how Muslim schools in Britain are embedded…

Abstract

The aim of this chapter is twofold: to provide a synopsis to the background underpinning Muslim diversity in Britain and to explicate how Muslim schools in Britain are embedded into their socio-political context. The process of migration and the flow of different cultural traditions beyond their nation states’ boundaries into Britain associated with late capitalism create what Featherstone coins ‘third cultures’. The process of moving backwards or forwards between an Islamic heritage, national experiences, British socio-political cultural context and global change necessitates ‘new types of flexible personal controls, dispositions and means of orientation, in effect a new type of habitus’ (Featherstone, 1990, p. 8). Accordingly, this chapter is divided into four parts. First, it relates Muslim presence in Britain contextualizing a history of migration. Second, it discusses British Muslim demographics and diversity. Third, it places Muslim schools within a British legislative context. Finally, it discusses leadership for Muslim schooling in Britain as praxis, in the Freireian sense, involving both reflection and action. This approach places Muslim schools within a socio-political context that includes a variety of contributors beyond those who initiated them.

Book part
Publication date: 29 January 2018

Lynn Revell and Hazel Bryan

Abstract

Details

Fundamental British Values in Education
Type: Book
ISBN: 978-1-78714-507-8

Content available
Book part
Publication date: 10 July 2019

Abstract

Details

Education, Immigration and Migration
Type: Book
ISBN: 978-1-78756-044-4

Article
Publication date: 18 December 2017

Finlay Green

The purpose of this paper is to provide a platform for young British Muslims in Tower Hamlets to share their perspectives on British values and identity, in light of the increased…

Abstract

Purpose

The purpose of this paper is to provide a platform for young British Muslims in Tower Hamlets to share their perspectives on British values and identity, in light of the increased pressure schools are facing to actively promote “British values”.

Design/methodology/approach

Three focus groups were convened of 16-18 year olds, two all-male (one with five and one with six participants) and one all-female (five participants). Discussions were audio recorded with the data subjected to a form of thematic analysis that divided the raw data into three different categories: individual, group and group interaction data.

Findings

All but one of the participants defined themselves as British, largely due to a strong connection with British values. A minority felt this understanding was reflected back to them by society. However, the majority felt that, as ethnically Bengali and as Muslims, the opposite was the case. By judging the strength of an individual’s Britishness against the strength of their adherence to British values the government’s British values agenda is only serving to reinforce the isolation of those that feel excluded.

Originality/value

While the identities of young people, British people, and Muslims have been widely explored, there is little research that looks at the intersection of all three.

Details

Journal of Children's Services, vol. 12 no. 4
Type: Research Article
ISSN: 1746-6660

Keywords

Content available
Book part
Publication date: 29 January 2018

Lynn Revell and Hazel Bryan

Abstract

Details

Fundamental British Values in Education
Type: Book
ISBN: 978-1-78714-507-8

Content available
Book part
Publication date: 12 November 2018

Catherine McGlynn and Shaun McDaid

Abstract

Details

Radicalisation and Counter-Radicalisation in Higher Education
Type: Book
ISBN: 978-1-78756-005-5

Content available
Book part
Publication date: 9 September 2020

Abstract

Details

Radicalization and Counter-Radicalization
Type: Book
ISBN: 978-1-83982-988-8

Book part
Publication date: 27 September 2019

W. Y. Alice Chan and Bruce Collet

Discussion of religion and education continues to evoke conceptions of confessional teaching; however, research and educational practices in recent decades illustrate an expanded…

Abstract

Discussion of religion and education continues to evoke conceptions of confessional teaching; however, research and educational practices in recent decades illustrate an expanded understanding that relates to the teaching of, about, and from religion across formal and non-formal educational spaces in secular and religious spheres. An expanded understanding also illustrates various intersections between religion and education that extend beyond religious or non-sectarian instruction, to include everything from the recognition and accommodation of religious student identities in K-12 public school settings, to the internationalization of religious higher education. Drawing on the Comparative and International Education Society’s Religion & Education Special Interest Group’s programing and activities, this paper aims to present a brief summary of trends observed both in research and practice concerning religion and education among educators worldwide, and highlights the place of religion in our growing recognition of intersectionality, one that occurs between academics and the community.

Details

Annual Review of Comparative and International Education 2018
Type: Book
ISBN: 978-1-83867-416-8

Keywords

Content available
Book part
Publication date: 29 January 2018

Lynn Revell and Hazel Bryan

Abstract

Details

Fundamental British Values in Education
Type: Book
ISBN: 978-1-78714-507-8

1 – 10 of 218