Religion, schooling, community, and security: exploring transitions and transformations in England

Lundie, D. (2017) Religion, schooling, community, and security: exploring transitions and transformations in England. Diaspora, Indigenous, and Minority Education, 11(3), pp. 117-123. (doi: 10.1080/15595692.2017.1325357)

209861.pdf - Accepted Version



Education is a complex social practice. In the United Kingdom context, schooling is further nested within the complex social practices of community governance, quasi-market public choice, and religion. This essay explores the shifting definitions of community and education in the context of the Counter Terrorism and Security Act 2015, which places a duty on all public bodies, including schools, to prevent violent extremism. Drawing on analyses of the “Trojan Horse” moral panic in Birmingham schools in 2014 and guidance documents operationalizing the educational policy changes that followed, two distinct discourses can be observed, derived from different policy directions. One discourse is the social, concerned with integration and at times assimilation toward national norms; and the other is the communal, concerned with internal cohesion and development within the Muslim community. These can be characterized as societal “we identities” in vertical tension (Buzan, 1998).

Item Type:Articles
Glasgow Author(s) Enlighten ID:Lundie, Dr David
Authors: Lundie, D.
College/School:College of Social Sciences > School of Social & Environmental Sustainability
Journal Name:Diaspora, Indigenous, and Minority Education
Publisher:Taylor & Francis
ISSN (Online):1559-5706
Published Online:22 May 2017
Copyright Holders:Copyright © 2017 Taylor and Francis Group, LLC
First Published:First published in Diaspora, Indigenous, and Minority Education 11(3):117-123
Publisher Policy:Reproduced in accordance with the publisher copyright policy

University Staff: Request a correction | Enlighten Editors: Update this record