File #2672: "2019_Book_TerrorismInTheClassroom.pdf"
Text
1|Contents|6
1|Chapter 1: Introduction|7
2|References|11
1|Chapter 2: Contesting Terms: Radicalisation and Extremism|12
2|Introduction|13
2|Extremism and British Values in Education|15
2|Who Is an Extremist?|17
2|Britishness and Education|19
2|Rethinking Radicalisation and Education|22
2|Conclusion|24
2|References|26
1|Chapter 3: The Development of UK Counter-Terrorism Policy and Legislation|29
2|Introduction|30
2|The Suspect Community Thesis|31
2|UK Terrorism Legislation Post-9/11 and 7/7|36
2|British Universities and the CTSA 2015|40
2|Conclusion|43
2|References|43
1|Chapter 4: Surveillance and the ‘Monitoring’ of Citizens by the State|47
2|Introduction|48
2|Bureaucracy and Technology|48
2|Risk Control|51
2|The Responsibilisation of Citizens|53
2|Prevent Literature in Education|54
2|Conclusion|58
2|References|59
1|Chapter 5: Governmentality and Managing Security Risks|64
2|Introduction|65
2|Governmentality and Prevent|65
2|The Logics of the Risk Knowledge|70
2|Conclusions|73
2|References|76
1|Chapter 6: Education and (Counter-)Terrorism|80
2|Introduction|81
2|Young People, Radicalisation, and Building Resilience Through Education|82
2|Education and CVE in the International Context|84
2|Criticism and Critique|91
2|Conclusion|93
2|References|94
1|Chapter 7: Investigating the Counter-Terrorism and Security Act in Higher Education|98
2|Introduction|99
2|Interviewing Lecturers|100
2|The CTSA and the Role of Lecturers|101
3|Responsibilising|101
3|Defiance|103
3|Chilling Education|106
2|The Academic Community|109
2|Conclusion|111
2|References|112
1|Chapter 8: Conclusion|115
2|Introduction|115
2|Reflecting on Emergent Themes|116
2|Growing Critical Voice|119
2|Transparency and Scrutiny|122
2|Concluding Remarks|125
2|References|125
1|Index|128
1|Chapter 1: Introduction|7
2|References|11
1|Chapter 2: Contesting Terms: Radicalisation and Extremism|12
2|Introduction|13
2|Extremism and British Values in Education|15
2|Who Is an Extremist?|17
2|Britishness and Education|19
2|Rethinking Radicalisation and Education|22
2|Conclusion|24
2|References|26
1|Chapter 3: The Development of UK Counter-Terrorism Policy and Legislation|29
2|Introduction|30
2|The Suspect Community Thesis|31
2|UK Terrorism Legislation Post-9/11 and 7/7|36
2|British Universities and the CTSA 2015|40
2|Conclusion|43
2|References|43
1|Chapter 4: Surveillance and the ‘Monitoring’ of Citizens by the State|47
2|Introduction|48
2|Bureaucracy and Technology|48
2|Risk Control|51
2|The Responsibilisation of Citizens|53
2|Prevent Literature in Education|54
2|Conclusion|58
2|References|59
1|Chapter 5: Governmentality and Managing Security Risks|64
2|Introduction|65
2|Governmentality and Prevent|65
2|The Logics of the Risk Knowledge|70
2|Conclusions|73
2|References|76
1|Chapter 6: Education and (Counter-)Terrorism|80
2|Introduction|81
2|Young People, Radicalisation, and Building Resilience Through Education|82
2|Education and CVE in the International Context|84
2|Criticism and Critique|91
2|Conclusion|93
2|References|94
1|Chapter 7: Investigating the Counter-Terrorism and Security Act in Higher Education|98
2|Introduction|99
2|Interviewing Lecturers|100
2|The CTSA and the Role of Lecturers|101
3|Responsibilising|101
3|Defiance|103
3|Chilling Education|106
2|The Academic Community|109
2|Conclusion|111
2|References|112
1|Chapter 8: Conclusion|115
2|Introduction|115
2|Reflecting on Emergent Themes|116
2|Growing Critical Voice|119
2|Transparency and Scrutiny|122
2|Concluding Remarks|125
2|References|125
1|Index|128