Navigating Controversy in British Classrooms
A reflection on discussing the religious connections to terrorism within schools
DOI:
https://doi.org/10.20377/rpb-1932Keywords:
education, controversial issues, securitisation, counter-terrorism, radicalisationAbstract
According to the UK Government’s Prevent Strategy (2011), secondary schools play a vital role in preventing children engaging in terrorist activities; with later documents (HM Government, 2015; 2023) going further and mandating schools to take an active role in counter-terrorism efforts. This suggests that schools are not just protecting children from the effects of terrorism, but rather actively preventing them from engaging in terrorist activities. However, there is much debate over exactly how (and why) this controversial topic is explored in classroom situations. This article reflects on the data collected from six case studies, where both teachers and secondary school pupils were approached for their views on the topic, with a particular focus on any connections pupils’ made between religion and terrorism. It highlights the complexities of discussing the topic with young people and reflects on the purpose and nature of counter-terrorism measures within secondary school environments.
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