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An assessment of the prevent strategy within UK counter terrrorism and the implications for policy makers, communities and law enforcementPrevent - the strategy - has become embedded in counter terrorism policy in the UK since 2007. It was reviewed and re-written in 2011 and has taken on even greater significance at the level of addressing questions of how to challenge and prevent 'radicalisation' in the context of managing security in the nation? This paper examines the tensions associated with the Prevent strategy and its legacy in the UK since 2007. It will explore the juxtaposition of policy making, which on one hand sees the means-ends solutions of avoiding further instances of terrorism at all costs, set against a potential community-based and local authority engagement model that foregrounds safeguarding against radicalisation and extremism in all its forms as a priority when working with communities across the country. There are apparent tensions in the emphasis of implementation and deliver of this strategy, which continue to challenge perceptions against the growing strengthening of fears associated with the erosion of civil liberties. The paper argues for a significant change in awareness of the behaviours and attitudes associated with 'radicalisation' and suggests policy could better reflect practice as we move through the second decade of the century.
Classroom challenges for teaching about and addressing anti-semitism in the OSCE regionThis report, produced by Professor P. Weller and Dr. I. Foster of the University of Derby, United Kingdom, is based on two phases of research conducted in six OSCE participating States—Belgium, Germany, Greece, Moldova, Poland and the United States of America—between December 2016 and May 2018. The research took various forms, including focus groups, interviews, questionnaires, observations, as well as desk research based on published literature. A detailed bibliography of works consulted is provided in an appendix to the report. The report provides background information about the history of anti-Semitism in each of the countries studied, along with recent statistics concerning reported anti-Semitic incidents in each country. The report does not compare how significant an issue anti-Semitism is in these participating States; rather, it presents an overall pattern of evidence to identify a range of key challenges with at least some relevance for teaching about and addressing anti-Semitism in classroom contexts across the OSCE region as a whole, and thus provides the basis for recommendations that could inform the development of teacher resources to meet those challenges in any OSCE participating State, not just the ones studied for this report. The research has made clear that, while the incidence, frequency and forms of anti-Semitism may vary over time, it remains a reality in OSCE participating States. However, there is relatively little published research on anti-Semitism among young people as such, and even less that is specifically focused on teaching about anti-Semitism and/or addressing it in classroom contexts. Therefore, the primary research that informs this report makes a clear contribution to understanding anti-Semitism as it currently exists in a number of OSCE countries, albeit subject to certain limitations in terms of methodology, which are noted in the report’s appendices.
Educating Britain? Political Literacy and the Construction of National HistoryDespite the reflexive nature of historical enquiry and the degree of national interconnectness now theorized by historians in the United Kingdom, education debates over history teaching in Britain often yield a comforting defence of Britain's 'island story'. The singular 'island story' is an economical narrative device favoured by politicians and further mediated through newspapers which profit from such national cryogenics. Maintenance of a currency, or crisis, of Britishness can also be contrasted with the relative absence of longitudinal or comparative enquiry into identity and school curricula. In addition, the teaching of states, connections and post-sovereign communities is largely under-theorized, potentially contributing to the sterility of future debates about citizenship, agency and Britain’s wider political reach. It is argued here that the public framing of history as nationhood and the underdevelopment of children’s political literacy are mutually reinforcing conditions by which the state has constructed a stabilizing, yet shifting presence of the ‘national’.
The emerging inter-faith context In society and religious education.The chapter explores the emerging inter-faith context in England, including the explicit inter-faith initiatives associated with this context, as both of these have interfaced with the development of school-based Religious Education since 1970. It does this through an overview of the changing religion and belief landscape of England as this gave birth to the emergence of early inter-faith initiatives and what might be called a new inter-faith “imaginary". It then traces the impact of a diverse religion and belief England on the development of Religious Education discussing how far via the engagement of schools, universities and communities there has been an interaction or parallelism of development between inter-faith context, inter-faith initiatives and Religious Education. It then outlines and discusses how more inclusive approaches to Religious Education have been resourced, including in relation to national inter-faith initiatives leading into debate about the relationship within Religious Education between religion and belief, the secular and a broadening understanding of “world religions”. Finally, the present and future of Religious Education in England is critically explored in relation to how it is situated within what might be called a "three dimensional” social and religious interface between Christianity, secularity and increasing religious plurality.