Social justice in ITE: how do we approach anti terrorism policy and anti racism in ITE?

Elton-Chalcraft, Sally ORCID logoORCID: https://orcid.org/0000-0002-3064-7249 (2023) Social justice in ITE: how do we approach anti terrorism policy and anti racism in ITE? In: Teacher Education Advancement Network (TEAN) Annual Conference, 11-12 May 2023, Manchester, UK. (Unpublished)

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Official URL: https://tean.ac.uk/tean-conference-2023-keynotes/

Abstract

Are Muslims a suspect community? Why have they been thought so? Are all Muslims suspect terrorists? Can Muslims be defined as a homogenous group? The challenges inherent in answering such questions have led us to interrogate the literature and produce a typology of Muslims as a suspect community based on findings from this literature. This round table explores how race and ethnicity is considered in ITE with particular reference to Muslim communities. We would argue that Muslim children, students and their families are recognised as the de facto first target of the UK Prevent Policy and there is an emerging consensus that one aspect of the ‘Prevent Effect’ has been the creation of Muslims as a ‘suspect community’. Our project drills down into the how and why Muslims have come to be viewed as ‘at risk or risky’ and we propose a ‘Muslims as a Suspect Community typology’, drawing on existing research and our own theorisation, to illustrate the complex continuum from ‘potential terrorist’ to ‘good’ Muslim and why some Muslims choose to adopt a ‘least Muslim role’. We contextualise the concept of ‘Muslims’ which highlights the diverse ways in which some Muslims speak about Islam and racism (Abbas 2019; Khan 2016) and  whether Muslim youth feel they are viewed as a risk to society and at risk of catching the terrorist disease (Thomas 2020), or if they are vulnerable to radicalisation (O’Donell, 2017) and whether different societal perspectives hinder or support anti-terrorist policy enactment. There are moves to decolonise the ITE curriculum with Lander and Smith’s anti racist framework but many feel there is a long way to go (Revell and Bryan 2018; Elton-Chalcraft, Revell and Lander 2022; Warner and Elton-Chalcraft 2022). The round table will provide delegates with an opportunity to interrogate the ethos and values of our current ITE curriculum and regulatory body criteria; engage with ideas from our typology; explain how Race and Ethnicity is considered in their own setting; and consider if mindset/practice should/ can be changed.

Item Type: Conference or Workshop Item (Paper)
Departments: Institute of Education > Initial Teacher Education
Learning Education and Development (LED)
Depositing User: Anna Lupton
Date Deposited: 22 May 2023 12:32
Last Modified: 22 May 2023 12:45
URI: https://insight.cumbria.ac.uk/id/eprint/7107

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