Implementing the 'Prevent Duty' in England: the semiotisation of discourse and practice in further education.
This paper examines the implementation of the Prevent Duty to actively promote fundamental British values in English Further Education (FE). After critically reviewing the history of Prevent and the 2015 Duty to identify evidence of radicalisation in FE, data from interviews of strategic decision-ma...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 41; no. 4; pp. 516 - 532 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Aug2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=144636155&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 144636155 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Aug2020 vid: 41 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 144636155 10.1080/01596306.2018.1508422 ppf: 516 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.1MB tig: atl: Implementing the 'Prevent Duty' in England: the semiotisation of discourse and practice in further education. aug: au: Beighton, Christian Revell, Lynn affil: Faculty of Education, Both of Canterbury Christ Church University, Canterbury, UK su: Further education (Great Britain) Duty Discourse England sug: subj: England Further education (Great Britain) Duty Discourse keyword: fundamental British values policy Prevent radicalisation semiotisation signs ab: This paper examines the implementation of the Prevent Duty to actively promote fundamental British values in English Further Education (FE). After critically reviewing the history of Prevent and the 2015 Duty to identify evidence of radicalisation in FE, data from interviews of strategic decision-makers in two distinct cases is analysed. The identification, interpretation and recirculation of verbal, graphic and behavioural signs of radicalisation is highlighted. Pinpointing a 'semiotisation' of the Prevent agenda, practical and conceptual implications are discussed. First, we identify a practical preoccupation with signs, specific beliefs about how they work, and how decision-makers deal with them. Second, we divide these beliefs conceptually into univocal and polyvocal semiotisation, referring to the degree to which signs are understood as unequivocal indicators of meaning. We underline significant variations in practice in this context and implications which, we argue, link practice and research to inform the fields of (edu)semiotics and policy enactment. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2020 holdings: @attributes: islocal: N |
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