Enacting the Prevent Duty in Early Childhood Education Settings

Book chapter


Robson, J. 2020. Enacting the Prevent Duty in Early Childhood Education Settings. in: Busher, J. and Jerome, L. (ed.) The Prevent Duty in Education: Impact, Enactment and Implications Palgrave Macmillan. pp. 77-97
AuthorsRobson, J.
EditorsBusher, J. and Jerome, L.
Abstract

This chapter examines the implementation of the Prevent Duty in early childhood education (ECE) provision in England. Findings from a small-scale empirical study suggest that ECE practitioners simultaneously performed, resisted and embodied the requirements of the Prevent Duty in practice. ECE practitioners were performative in their response to the requirement to promote fundamental British values (FBVs) as they evidenced compliance within an environment of regulation. However, ECE practitioners simultaneously operated a pedagogy rich in values education in which children were positioned as constructors of values. The layering of counter-terrorism within safeguarding policy led to a repositioning of practices of surveillance of children and families, which resonates with some critical readings of counter-terrorism policy in ECE.

Book titleThe Prevent Duty in Education: Impact, Enactment and Implications
Page range77-97
Year2020
PublisherPalgrave Macmillan
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Publication dates
Online25 Jul 2020
Publication process dates
Deposited28 Jul 2020
ISBN978-3-030-45559-0
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-030-45559-0_5
Web address (URL)https://doi.org/10.1007/978-3-030-45559-0_5
Copyright holder© 2020 The Author
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