Mythen, Gabe 
ORCID: 0000-0002-6528-9031, Horton, Jane and Astley, Jacob
(2025)
Implementing Safeguarding to Counter Extremism in the Classroom: Practicalities, Practices and Problematiques.
British Journal of Educational Studies, ahead- (ahead-).
pp. 1-18.
ISSN 0007-1005, 1467-8527
Abstract
Our objectives in the article are twofold. First, we draw on empirical evidence to extend debates around the problems and issues faced by teachers responsible for the delivery of counter-radicalisation measures in secondary educational contexts in the UK. Second, we identify persistent and demanding challenges for teachers arising from the mandatory incorporation of Prevent Duty Guidance into day-to-day professional practices. Drawing on a qualitative study, we use interview data to expose the ways in which educators both navigate their commitments and grapple with the quandaries that arise from carrying out safeguarding duties designed to counter radicalisation. Presenting data from teachers working in secondary educational contexts, we illuminate two key issues of concern: resource capacity and the prevalence of ‘safety-first’ decision-making in conditions of uncertainty.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | 3901 Curriculum and Pedagogy, 3903 Education Systems, 39 Education |
| Divisions: | Faculty of Humanities and Social Sciences Faculty of Humanities and Social Sciences > School of Law and Social Justice |
| Depositing User: | Symplectic Admin |
| Date Deposited: | 15 Sep 2025 09:33 |
| Last Modified: | 15 Sep 2025 09:33 |
| DOI: | 10.1080/00071005.2025.2537437 |
| Open Access URL: | https://doi.org/10.1080/00071005.2025.2537437 |
| Related Websites: | |
| URI: | https://livrepository.liverpool.ac.uk/id/eprint/3194248 |
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