Exploring the role of ‘RE’ in early childhood education and care as a response to the PREVENT agenda in England

Journal article


Meehan, C. and Meehan, P. 2017. Exploring the role of ‘RE’ in early childhood education and care as a response to the PREVENT agenda in England. Early Child Development and Care. https://doi.org/10.1080/03004430.2017.1369978
AuthorsMeehan, C. and Meehan, P.
Abstract

By the time children are 8 years of age, their attitudes, values, identities and beliefs are shaped and becoming solidly formed. Early childhood educators are uniquely positioned in children’s lives to promote positive values, beliefs and to foster authentic appreciation of difference. This important work is challenged by a discourse in wider society, based on fears of certain groups of people linked to extremism and terrorism. Recent policy and law changes in England, requires teachers to be gatekeepers and report concerns to authorities. Contextual Discourse Analysis (CDA) was used as the methodology to identify themes within the policy and curriculum documents reviewed in paper. This paper presents a case for early childhood academics and educators to consider a rationale for how they can promote values of tolerance and compassion and highlight and celebrate a range of religious and cultural traditions, and in order to promote a deeper respect and understanding.

KeywordsRE; early childhood education and care; compassion; tolerance; peace; radicalization agenda; citizenship
Year2017
JournalEarly Child Development and Care
PublisherTaylor & Francis
ISSN0300-4430
Digital Object Identifier (DOI)https://doi.org/10.1080/03004430.2017.1369978
Related URLhttp://www.tandfonline.com/
Publication dates
Online14 Sep 2017
Publication process dates
Deposited18 Sep 2017
Accepted17 Aug 2017
Accepted author manuscript
Output statusPublished
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https://repository.canterbury.ac.uk/item/8855z/exploring-the-role-of-re-in-early-childhood-education-and-care-as-a-response-to-the-prevent-agenda-in-england

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