Description
The Prevent Duty was introduced within the United Kingdom’s education settings in 2015. Since then, post-16 educational settings have had a legal requirement placed upon them to have due regard to prevent people from being drawn into terrorism. There is a wealth of existing research regarding educators’ perceptions of the Prevent Duty on education, however, there has been limited focus specifically upon both, further and higher education and how the settings can be considered together. Within this article, I directly address English sixth forms, colleges, and universities together to analyse six educators’ counter stories, in relation to how they perceive their Prevent Duty. The findings demonstrate three key themes: ‘Prevent is counterproductive’, ‘is Prevent safeguarding?’, and ‘Prevent training is inadequate’. It will be concluded that Prevent is perceived as a negative aspect of post-16 educators’ teaching duties, and one that is mundane, yet compulsory.
