Authors: Ewan King, Sarah Holloway, Kate Brown, Shama Sawar.
Institution: Office of Public Management (OPM) and Development Education Association (DEA)
Full reference: King, E., Holloway, S., Brown, K., Sawar, S. (2010). Creativity and education in the Prevent agenda: a review of policy, theory and evidence. Newcastle: Creativity, Culture and Education
As part of their evaluation of the [LINK:466|CAPTION:CCE Prevent programme], the researchers were asked to conduct a review of relevant literature and good practice to explore the role of CCE’s programme within the wider government strategy towards preventing violent extremism (PVE/Prevent). The review covers the policy background to Prevent and possible future developments (as was known at the time of publication in April 2010). It describes the Department for Communities and Local Government’s initiatives and funding provision and the roles envisaged for local authorities and the police.
The review looks at DCSF’s ‘Learning together to be safe toolkit’ and examines the dual role envisaged for schools in the delivery of Prevent to both educate and safeguard children. It lists the key learning opportunities schools are encouraged to provide. It looks at other curriculum areas and agendas in education (Every Child Matters, Personal Social Health Education, Community cohesion, Citizenship, Religious Education, and History) and teases out points specific to the PVE agenda. The review concludes that the unique focus for Prevent is on building awareness and understanding of violent extremism as an issue. The report discusses the aim that children should understand diverse identities and highlights research (Davies, L. (2008) Educating against extremism, Stafford: Trentham Books) that emphasizes this should go beyond simple labels and categorisations to recognise a ‘hybridity’ in multiple, changing identities.
The review also considers the role of creative and cultural approaches in delivering the PVE agenda. It includes brief case studies of other Prevent-related projects relevant to CCE’s programme.
Literature Review. The researchers gathered and reviewed a total of 52 sources including: