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The ‘Prevent Duty’ and its Impact on English Secondary Schools | Adam Peter Lang
Dialogue SocietyAdam Peter Lang presented his paper "The ‘Prevent Duty’ (Counter-Terrorism and Security Act 2015) and its Impact on English Secondary Schools: A View from Leadership" in the third session (Dialogue, Conflict and Education) of the Critical Dialogues: Dialogue and Conflict Resolution workshop, which was organised in partnership with Dialogue Society and the Journal of Dialogue Studies on 28 Nov 2019, London. ► Abstract: The paper considers ‘dialogue’ and seeks to begin to consider what has been succeeded and what has not yet been succeeded with the ‘Prevent duty’ in English secondary schools. InRead moreShow less
Adam Peter Lang presented his paper "The ‘Prevent Duty’ (Counter-Terrorism and Security Act 2015) and its Impact on English Secondary Schools: A View from Leadership" in the third session (Dialogue, Conflict and Education) of the Critical Dialogues: Dialogue and Conflict Resolution workshop, which was organised in partnership with Dialogue Society and the Journal of Dialogue Studies on 28 Nov 2019, London.
► Abstract:
The paper considers ‘dialogue’ and seeks to begin to consider what has been succeeded and what has not yet been succeeded with the ‘Prevent duty’ in English secondary schools.
In July 2015, a legal duty came into force requiring that ‘specified authorities’ in England, which included schools, show ‘due regard to the need to prevent people from being drawn into terrorism’. This is popularly referred to as the ‘Prevent duty’. Prevent, developed by the Home Office in 2003 out of full public scrutiny, and only fully operationalised following the 7 July 2005 London bombings, has consistently been the most contentious element of the UK Government Counter- Terrorist Strategy (CONTEST).
Four years on, my research aim is to find out how the ‘Prevent duty’ has been enacted by school and college leaders in secondary schools and colleges in England and additionally, to discover to what extent, if any, the ‘Prevent duty’ has ‘securitised’ education and what effect, if any, it has had on free speech in schools.
I have rich data from school leaders and schools in various geographical locations. My key findings use the work of Stephen. J. Ball on policy enactment, explore different policy actor positions and consider how Prevent is impacting on schools, on the professionalism of school leaders and on concepts such as ‘free speech’ and ‘securitisation’.
Using Michel Foucault to think differently, I place my work in the global context of ‘An Age of Anger’. Can Foucault’s method be helpful in analysing education policy and practice or does such a lens blur our understanding? Is it possible to evaluate the ‘Prevent duty’ in terms of success and failure? How important is dialogue in this field?
► About Adam Peter Lang
Adam Peter Lang is a former London secondary school teacher and school leader. He is now at University College, London, working as a PhD research scholar. He is also an education leadership consultant engaged with a number of projects. He writes and comments in the media on education.
► Academic Workshop: Critical Dialogues: Dialogue and Conflict Resolution
Dialogue Society and the Journal of Dialogue Studies organised a workshop on Nov 28, 2019 in London addressing the topic of ‘Critical Dialogues: Dialogue and Conflict Resolution’. As a tool of conflict resolution, dialogue can take on many different shapes and can be moulded to respond to each conflict. In some cases, it becomes a tent that gives shelter to both sides, creating an environment of peace and security; in some other cases, it becomes a ship that saves the parties from the results of the conflict. In all these shapes and forms, dialogue constructs an aura facilitating parties to settle their incompatible differences.
In this workshop we had 15 papers critically addressing the role of dialogue/s in resolution of different types/forms of conflicts, from military to inner (psychological and psychosocial) conflicts of individuals. The workshop highlighted four themes related to the concept of dialogue. These are:
► Intercultural Dialogue and Conflict
► Dialogue, Conflict Resolution and Peacebuilding
► Dialogue, Conflict and Education
► Dialogue and Conflict in a Changing World
Subscribe ►http://bit.ly/SubsDialogueSociety
Donate ► https://www.paypal.me/DialogueSociety
Becoma a patron ► https://www.patreon.com/DialogueSociety
Visit us ►http://www.dialoguesociety.org
Sign up to our newsletter ►http://eepurl.com/du5E6X
Twitter ►https://twitter.com/DialogueSociety/
Instagram ►https://www.instagram.com/dialoguesociety/
Facebook ►https://www.facebook.com/DialogueSociety
About Dialogue Society
The Dialogue Society is a registered charity (Registered Charity Number: 1117039), established in London in 1999, with the aim of advancing social cohesion by connecting communities, empowering people to engage and contributing to the development of ideas on dialogue and community building. The Dialogue Society is not a religious or ethnic organisation. It aims to facilitate dialogue on a whole range of social issues, regardless of any particular faith or religion. It stands for democracy, human rights, the non-instrumentalisation of religion in politics, equality, and freedom of speech.
► Abstract:
The paper considers ‘dialogue’ and seeks to begin to consider what has been succeeded and what has not yet been succeeded with the ‘Prevent duty’ in English secondary schools.
In July 2015, a legal duty came into force requiring that ‘specified authorities’ in England, which included schools, show ‘due regard to the need to prevent people from being drawn into terrorism’. This is popularly referred to as the ‘Prevent duty’. Prevent, developed by the Home Office in 2003 out of full public scrutiny, and only fully operationalised following the 7 July 2005 London bombings, has consistently been the most contentious element of the UK Government Counter- Terrorist Strategy (CONTEST).
Four years on, my research aim is to find out how the ‘Prevent duty’ has been enacted by school and college leaders in secondary schools and colleges in England and additionally, to discover to what extent, if any, the ‘Prevent duty’ has ‘securitised’ education and what effect, if any, it has had on free speech in schools.
I have rich data from school leaders and schools in various geographical locations. My key findings use the work of Stephen. J. Ball on policy enactment, explore different policy actor positions and consider how Prevent is impacting on schools, on the professionalism of school leaders and on concepts such as ‘free speech’ and ‘securitisation’.
Using Michel Foucault to think differently, I place my work in the global context of ‘An Age of Anger’. Can Foucault’s method be helpful in analysing education policy and practice or does such a lens blur our understanding? Is it possible to evaluate the ‘Prevent duty’ in terms of success and failure? How important is dialogue in this field?
► About Adam Peter Lang
Adam Peter Lang is a former London secondary school teacher and school leader. He is now at University College, London, working as a PhD research scholar. He is also an education leadership consultant engaged with a number of projects. He writes and comments in the media on education.
► Academic Workshop: Critical Dialogues: Dialogue and Conflict Resolution
Dialogue Society and the Journal of Dialogue Studies organised a workshop on Nov 28, 2019 in London addressing the topic of ‘Critical Dialogues: Dialogue and Conflict Resolution’. As a tool of conflict resolution, dialogue can take on many different shapes and can be moulded to respond to each conflict. In some cases, it becomes a tent that gives shelter to both sides, creating an environment of peace and security; in some other cases, it becomes a ship that saves the parties from the results of the conflict. In all these shapes and forms, dialogue constructs an aura facilitating parties to settle their incompatible differences.
In this workshop we had 15 papers critically addressing the role of dialogue/s in resolution of different types/forms of conflicts, from military to inner (psychological and psychosocial) conflicts of individuals. The workshop highlighted four themes related to the concept of dialogue. These are:
► Intercultural Dialogue and Conflict
► Dialogue, Conflict Resolution and Peacebuilding
► Dialogue, Conflict and Education
► Dialogue and Conflict in a Changing World
Subscribe ►http://bit.ly/SubsDialogueSociety
Donate ► https://www.paypal.me/DialogueSociety
Becoma a patron ► https://www.patreon.com/DialogueSociety
Visit us ►http://www.dialoguesociety.org
Sign up to our newsletter ►http://eepurl.com/du5E6X
Twitter ►https://twitter.com/DialogueSociety/
Instagram ►https://www.instagram.com/dialoguesociety/
Facebook ►https://www.facebook.com/DialogueSociety
About Dialogue Society
The Dialogue Society is a registered charity (Registered Charity Number: 1117039), established in London in 1999, with the aim of advancing social cohesion by connecting communities, empowering people to engage and contributing to the development of ideas on dialogue and community building. The Dialogue Society is not a religious or ethnic organisation. It aims to facilitate dialogue on a whole range of social issues, regardless of any particular faith or religion. It stands for democracy, human rights, the non-instrumentalisation of religion in politics, equality, and freedom of speech.
