Reimagining Prevent Duty in schools: how teachers can support students in their liberation from racialised narratives of radicalisation

Abstract

Purpose

An accessible resource on the role of teachers in perpetuating inequality through Prevent Duty, with guidance on how to change teaching practice to empower Muslim students.

Design/methodology/approach

The paper uses critical race theory (CRT) to interrogate power and Whiteness in the interaction of teachers and students when complying with Prevent Duty and delivering lessons on fundamental British values. This is illustrated through a constructed narrative between three characters in a London school, and offers a Freirean approach to empowering students through Prevent delivery.

Findings

A disproportionately White profession is acting in what they perceive to be the best interest of their students, while failing to interrogate their own position of power and not creating opportunities to be guided by Muslim voices. As a consequence Muslim students continue to be oppressed.

Practical implications

Teachers can disrupt Prevent Duty while complying with its legal obligations by interrogating their own position of Whiteness. They can work with students to ensure Muslim voices lead discussion around Prevent and the inequality in society that is being reproduced by Prevent Duty.

Social implications

There is potential for good teaching practice to overcome the structural racism and continued inequality experienced by diverse Muslim communities.

Originality/value

The paper is an accessible application of CRT to Prevent Duty, a resource for teachers, students and activists. It can help in the recognition of the potential for even well-meaning teachers to act in ways that perpetuate inequalities. It provides a clear set of suggestions for teaching practices that can overcome this.