Secondary school teachers’ and prevent practitioners’ conceptualisations of radicalisation in England and the impact of the prevent duty

Daniela Scerri

doi:10.1080/17539153.2024.2370115

Secondary school teachers’ and prevent practitioners’ conceptualisations of radicalisation in England and the impact of the prevent duty

Daniela Scerri

Department of Law and Criminology

Research output: Contribution to journal › Article › peer-review

Original language	English
Pages (from-to)	732-756
Number of pages	25
Journal	Critical Studies on Terrorism
Volume	17
Issue number	3
Early online date	23 Jun 2024
DOIs	https://doi.org/10.1080/17539153.2024.2370115
Publication status	Published - 2024

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 16 Peace, Justice and Strong Institutions

Keywords

behavioural radicalisation
Cognitive radicalisation
education
pedagogy
preventing violent extremism

Access to Document

10.1080/17539153.2024.2370115Licence: CC BY-NC-ND

Cite this

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author = "Daniela Scerri",

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year = "2024",

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KW - pedagogy

KW - preventing violent extremism

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DO - 10.1080/17539153.2024.2370115

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JO - Critical Studies on Terrorism

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ER -

Secondary school teachers’ and prevent practitioners’ conceptualisations of radicalisation in England and the impact of the prevent duty

UN SDGs

Keywords

Access to Document

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Cite this