Pedagogical injustice and counter-terrorist education:

This article addresses the way in which the securitisation of education, effected through initiatives in counter-terrorism such as Prevent, leads to what I call ‘pedagogical injustice’ for students and teachers. It analyses the implications of the pre-crime agenda in the space of the classroom and draws upon literature on epistemic injustice, communicative injustice and institutional prejudice to explain why bringing counter-terrorist legislation into education undermines the educational endeavour. It argues that by re-framing the Prevent agenda in the language of therapy, resilience and well-being, indicators guiding its implementation that might otherwise be seen as illegitimate or even illegal forms of profiling are given credence in the spheres of education and other domains which demand pastoral care from professionals. By targeting ideas instead of focusing on violence, Prevent undermines educators. Foucault describes this kind of blurring of discourses as ubuesque and examines the veneer of legitim...