Counter terrorism law and education student teachers' Induction into UK prevent duty through the lens of Bauman's liquid modernity

This chapter is derived from research prompted by the development of counter terrorist legislation in the UK designed to prevent radicalisation and extremism that requires teachers and schools to act in new and different ways.

The data discussed in this chapter is part of a larger research project that is exploring the ways schools are responding to the duties placed upon them by the Counter Terrorism and Security Act 2015 (HMO 2015). Data generated through the research suggests that student teachers’ induction experiences are highly varied in relation to the Prevent Duty. This has significant implications for the ways in which student teachers conceptualise their role in relation to their students, and the ways in which student teachers conceptualise their relationship with subject knowledge relating to radicalisation and extremism. It also has significant implications for student teachers’ opportunity to observe.