Barnard, M (2021) Theorising the meso-level space of school ethos and cultural pedagogy in relation to securitisation policy. Journal of Education Policy. (In Press)

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Abstract

This paper looks empirically at how the UK’s policy of securitisation within education impacts on the meso-level space of cultural ethos and pedagogy within two majority non-white secondary schools and one majority non-white further education college. It does so primarily by documenting how British Values and Prevent policies enabled through the British Government’s Counter-Terrorism and Security Act have impacted on institutional ethos both in terms of objective structures and staff subjectivities. It is argued here that the security-curriculum ensemble is a recognition of this meso-level space by central government and represents a development in moves made to restrict access and agency within this space, and even to circumscribe this space through symbolic violence. This paper concludes by urging school/college leaders to exercise their agency at the meso-level; to recognise this space as a place for democratisation and decolonisation as an equitable alternative to enforced cultural ‘upgrading’ and in(ex)clusion presented through securitisation policy that is in reality an instrument of symbolic domination.

Item Type: Article
Subjects: J Political Science > J General legislative and executive papers
J Political Science > JA Political science (General)
Divisions: Faculty of Humanities and Social Sciences > School of Social, Political and Global Studies
Depositing User: Symplectic
Date Deposited: 08 Jun 2021 14:58
Last Modified: 08 Jun 2021 14:58
URI: https://eprints.keele.ac.uk/id/eprint/9686

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