Student perspectives on Teaching and the Prevent policy

In this chapter we shift our focus away from adults enacting policy to consider how young people think schools can help them to develop their knowledge and understanding of terrorism and extremism. The evidence suggests that young people generally support the values of democracy and reject the use of political violence, but they want their teachers to develop critical media and political literacy and trust them to explore multiple perspectives. Our review of government-endorsed educational resources concludes that they fall short of what young people want and often represent simplistic and uncritical counter-narratives. We argue that a genuinely educational approach will take more heed of young people’s opinions and engage in a more critical exploration of the issues

Countering violent extremism in education: a human rights analysis

Governments around the world have developed a range of policy approaches for countering violent extremism (CVE) in education. In this article we review a United Kingdom (UK) government website offering a library of resources (Educate Against Hate), evaluating the extent to which it is consistent with human rights principles. Whilst the advice, guidance and resources are varied and inconsistent, our analysis shows that children are frequently perceived as potential victims in need of protection, rather than individuals with agency, and they are rarely considered explicitly as rights holders. Whilst an equalities framework is used throughout the website, this is rarely linked to human rights, and does not prevent some stereotypical views of religious minorities being promoted. The article ends with an outline of how a more explicit engagement with children’s rights might help teachers to better align CVE policy with human rights education (HRE) principles

Joint planning in conversations with a person with aphasia

This study explores practices employed by a person with aphasia (PWA) and his wife to organize joint planning sequences and negotiate deontic rights (a participants' entitlement to initiate planning sequences and the entitlement to accept or reject a plan). We analyze two different conversations between a man with aphasia and his wife and their adult daughter. Using Conversation Analysis (CA), we identify practices that further the PWA's participation in the interaction while planning afternoon activities together with his wife. The PWA contributes to the planning talk by initiating and modifying planning sequences. The spouse supports his participation by aligning with his initiated actions and inviting him to collaborate in planning talk she initiates. Deontic authority is shared between the conversation partners and the PWA's agency is facilitated even during disagreement. The analysis offers insight into practices that allow a PWA to use his limited communicative resources to contribute competently to planning talk

Collaborative storytelling with a person with aphasia

INTRODUCTION: This study explores practices employed by a person with aphasia (PWA) and his wife to organize collaborative storytelling in a multiparty interaction. We identify practices that further the PWA’s agency – his impact on action – while he is telling a story together with his wife. METHOD: Using conversation analysis (CA), we carried out a case study of a successful storytelling sequence involving a 39-year-old man with anomic aphasia during a conversation with friends. ANALYSIS: The PWA contributed to the storytelling by initiating the story sequence and by producing short but significant utterances in which he provided essential information and displayed epistemic authority. The spouse aligned with the PWA’s initiated actions and supported his agency by giving him room to speak, for example, by gaze retraction. DISCUSSION: The analysis offers insight into practices that allowed this PWA to achieve agency. Our findings show that communication partner training could benefit from implementing activities such as collaborative storytelling

20/20 Vision - What does the next 20 years hold for citizenship education?

Citizenship is a feeling, status and practice. It is essentially about living together and working to transform society towards greater democracy and social justice. It is a curriculum space shared by educational movements for human rights, political literacy, sustainable development, peace and equalities. Implementing this synthesis of politics, philosophy, sociology, law and international relations is an adventure in curriculum development. I identify three periods of Citizenship in England, analysing opportunities and significant and severe threats now and in the future