Exportar Publicação

A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Da Silva, R., Fontana, G. & Armstrong, M. (2022). ‘It’s about keeping children safe, not spying’: A governmentality approach to prevent in primary education. British Journal of Politics and International Relations. 24 (2), 259-276
Exportar Referência (IEEE) 
R. B. Silva et al.,  "‘It’s about keeping children safe, not spying’: A governmentality approach to prevent in primary education", in British Journal of Politics and Int. Relations, vol. 24, no. 2, pp. 259-276, 2022
Exportar BibTeX 
@article{silva2022_1732190875315,
	author = "Da Silva, R. and Fontana, G. and Armstrong, M.",
	title = "‘It’s about keeping children safe, not spying’: A governmentality approach to prevent in primary education",
	journal = "British Journal of Politics and International Relations",
	year = "2022",
	volume = "24",
	number = "2",
	doi = "10.1177/13691481211021212",
	pages = "259-276",
	url = "https://journals.sagepub.com/home/bpi"
}
Exportar RIS 
TY  - JOUR
TI  - ‘It’s about keeping children safe, not spying’: A governmentality approach to prevent in primary education
T2  - British Journal of Politics and International Relations
VL  - 24
IS  - 2
AU  - Da Silva, R.
AU  - Fontana, G.
AU  - Armstrong, M.
PY  - 2022
SP  - 259-276
SN  - 1369-1481
DO  - 10.1177/13691481211021212
UR  - https://journals.sagepub.com/home/bpi
AB  - From its inception in 2015, the Prevent Duty has required educators, and other members of the social sector, to exercise ‘due regard’ in preventing pupils from being drawn into terrorism, irrespective of the age of the child. This article explores how primary educators have understood and implemented this preventative security policy in their schools. Analysis is based on a survey of 345 primary school educators and 37 semi-structured interviews with primary school educators and Prevent Education Officers from the West Midlands. Through a lens of governmentality, we shed light on how this mandate has been broadly interpreted and exercised by educators within and outside the school gates. In so doing, we contribute to debates on the puzzling acceptance of Prevent in education, on the process whereby educators identify threats, and on the securitisation of educational spaces in a risk society. 
ER  -